The Educators and Parents Academy (EPA) has urged teachers, as schools resume for the new academic year, to look beyond disruptive and difficult behaviour among students, stressing that such conduct may sometimes be a manifestation of deeper emotional, developmental, family or learning challenges.

The Founder and Lead Trainer of EPA, Irene Ugbah, made the call during a virtual professional development training, tagged “Why Do Students Do That? Understand Before You Correct”.

More than 80 educators from across Nigeria, including the Federal Capital Territory, Delta, Enugu and Lagos, registered for the training, which focused on helping teachers better understand the factors that influence students’ behaviour and learning.

Ugbah, who led participants through practical classroom situations, said teachers needed to move beyond simply identifying behaviour as good or bad and first consider what a child might be trying to communicate through such actions.

“Behaviour is a form of communication. Before correcting a learner, educators should pause and ask what the behaviour may be communicating,” she said.

She explained that children do not always have the emotional vocabulary or confidence to express fear, frustration, hunger, trauma, learning difficulties, peer pressure or a need for attention, adding that behaviour could sometimes be the way unmet needs become visible.

Using the iceberg model, Ugbah demonstrated that what teachers see on the surface may represent only a small part of what is happening in a child’s life.

According to her, a learner who is aggressive, withdrawn, defiant or unable to concentrate may be experiencing an underlying challenge that requires observation and further understanding rather than immediate punishment.

She, however, cautioned that understanding the possible cause of a child’s behaviour should not be interpreted as excusing inappropriate conduct.

Rather, she said teachers should establish clear boundaries while investigating possible causes and providing appropriate support.

Beyond punishment
Ugbah said a more informed approach to discipline could help teachers correct inappropriate conduct without undermining the dignity or sense of belonging of learners.

She said, “Understanding helps teachers choose corrective measures that address the behaviour while preserving the learner’s dignity.”

The trainer also introduced participants to selected child-development and learning theories, translating the concepts into practical classroom situations that educators could relate to in their daily interactions with learners.

She said the training was developed in response to the need for practical and affordable professional development that equips educators with tools to improve classroom practices and learning outcomes.

One of the participants, Francisca T. Adesina, said the training had changed how she viewed children’s behaviour and the importance of gathering information before reaching conclusions about a learner.

“I have learned that ‘Behaviour is a form of communication.’ I also understand that no child should be labelled without first understanding why the child is behaving in a certain way,” she said.

Adesina added that teachers needed to understand what individual learners required to succeed, remain focused and learn effectively.

“You cannot understand each learner by looking at the physical; you need to be curious, observe by inquiring, collect data, interpret it and respond appropriately,” she said.

Another participant, Gloria Idakwo, said the training had prompted her to reconsider her approach to discipline.

“It has helped me to reconsider the way I correct children in my class,” she said.

For Udeagha Nnenna Agnes, the session reinforced the importance of having an educational philosophy that recognises differences among learners.

“I like that I have to meet every child where they are,” she said.

Stronger home-school connection
The training also highlighted the importance of understanding the circumstances surrounding children both within and outside the classroom.

Ugbah said educators and parents needed to work together to better understand learners, particularly when behavioural changes appeared suddenly or persisted over time.

She said stronger communication between schools and families could help teachers obtain relevant information about factors affecting a child’s learning and behaviour, while enabling parents to better understand how classroom experiences may be influencing their children.

The training encouraged educators to combine empathy with structure, ensuring that children understand boundaries and consequences while receiving appropriate support where genuine challenges exist.

A participant, Patience Maaji Samuel, described the training as “phenomenal,” noting that it connected the lessons to everyday school experiences.

Another participant, Igboanugo Ann Chinenye, commended Ugbah’s communication and teaching approach, while Ezeughegbu Marycynthia Ogechi described the training as impressive, educative and impactful.

Building educators’ capacity
Ugbah said EPA would continue to provide capacity-building programmes, short courses and practical resources for educators, school leaders and parents.

She explained that the organisation was particularly interested in bridging gaps among educators, parents and learners, including in underserved communities.

She said improving children’s educational outcomes required more than curriculum delivery, noting that teachers also needed the knowledge and skills to understand the developmental, emotional and social factors that influence learning.

The training challenged educators to move beyond asking only, “What is wrong with this child?” and instead consider, “What is happening to this child, and what is the behaviour communicating?”

For participating educators, the approach reinforces the importance of combining observation, appropriate boundaries, empathy and support in responding to student behaviour while maintaining the discipline necessary for effective teaching and learning.