Understanding Behaviour in Children and Young People

When we think about behaviour, especially in children and young people, it can be easy to focus on what we see externally. Often, it can feel as though behaviour comes ‘out of nowhere’.

But what if behaviour is driven by a complex interplay of brain activity, brain development, and past experiences?

Neuroscience offers us a powerful lens through which to understand behaviour more deeply and more compassionately. Building our knowledge of how the brain works, and factors that influence its development, can transform the way we see, respond to, and support behaviour in our organisations.

Behaviour is the ‘language’ of the brain

At its core, all behaviour is a form of communication. It’s how a child tells us, ‘I’m overwhelmed’, ‘I don’t feel safe’, or even, ‘I need connection’.

When we understand the underlying brain processes, we begin to realise that many behaviours are not deliberate choices. Instead, they are automatic responses driven by how the brain has developed, how it reacts to stress, and what it has learned from past experiences.

Many children and young people may not yet have the tools or the neurological development to respond calmly or rationally in challenging moments. That is where understanding neuroscience comes in.

Key brain areas that influence behaviour

There are several important brain regions involved in behaviour:

• The prefrontal cortex: This is responsible for decision-making, impulse-control, and problem-solving. It’s still developing well into a person’s twenties, which means some children can sometimes struggle to pause and think before acting.
• The amygdala: This is the brain’s threat detector. It triggers the automatic fight, flight, freeze, flop or fawn response. When a child feels unsafe, the amygdala takes over, making calm, logical thinking difficult.
• The hippocampus: This connects memory and emotion. Stress or trauma can impact how this region’s functions, making it harder for children to learn or recall information.
• The limbic system: This handles emotional processing. An overactive limbic system, which may be more common in children who have experienced adversity, can lead to intense emotional reactions.

These regions of the brain do not act alone; they are part of an interconnected system that is constantly adapting, especially during childhood and adolescence.

Experiences shape the brain

A child’s brain is shaped not only by genetics, but also by their experiences. Positive relationships, nurturing environments, and supportive adults and caregivers can help build strong, flexible brains. On the other hand, adverse childhood experiences (ACEs), trauma, attachment issues, or chronic stress can rewire the brain, keeping it in a constant state of alert that is primed for threat, not learning.

Understanding this helps us move from asking “What’s wrong with this child?” to “What’s happened to this child and how can I best support them?”

Neurodivergence and behaviour

Neuroscience also helps us better understand neurodivergent children and young people. Neurodivergence includes autism, ADHD, and dyslexia, and neurodivergent individuals’ brains process the world differently.

For neurodivergent children, behaviours that might seem ‘different’ to others are often entirely logical responses to sensory overload, communication differences, or the need for structure and predictability. A brain-aware approach enables us to consider the needs of neurodivergent children and young people and adapt our environments accordingly.

The role of self-regulation and co-regulation

Self-regulation—the ability to manage our own emotions and behaviour—develops slowly and with support. In order to develop self-regulation skills and techniques, some children rely on effective co-regulation. This is the calming, guiding presence of a trusted, emotionally available adult to help them navigate moments of stress.

When we understand how stress affects the brain and nervous system, we can spot signs of dysregulation early, respond with empathy, and model calming strategies that children can begin to internalise and emulate over time.

The power of neuroplasticity

Neuroplasticity is the brain’s ability to change and adapt throughout life. Even when a child or young person has faced adversity or engages in habitual patterns of behaviour, the brain has the capacity to build new, healthier pathways, with the right support and repetition.

This means that behaviour isn’t fixed. With a supportive, compassionate and patient approach, we can help children unlearn unhelpful behaviours and develop new responses.

Why neuroscience matters for behaviour support

Understanding the brain-behaviour connection is powerful for us as practitioners supporting children and young people:

• It enables us to support with compassion and curiosity
• It equips us with the knowledge to understand and support behaviour
• It allows us to create positive environments that support dysregulated children
• It helps us feel more confident in our day-to-day roles

For all of us working closely with and supporting children and young people, understanding the neuroscience behind behaviour can be truly transformative.