Disruptive behavior refers to actions that interfere with the normal flow of daily life—particularly in structured environments like classrooms, homes, or community settings. Affected individuals may display a range of behaviors, from persistent talking and refusal to follow instructions to more serious behaviours such as aggression, defiant behavior, antisocial behaviors, or deliberate destruction of property.
In educational contexts, disruptive behavior often interrupts learning for both the individual and those around them. At home or in social environments, it can place significant strain on relationships and daily routines.
Understanding what constitutes disruptive behavior is important for families, educators, and support professionals alike. While some forms of disruption may stem from momentary frustration or unmet needs, others may be linked to underlying conditions such as ADHD, Autism Spectrum Disorder, or Disruptive Behavior Disorders including Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD).
In the UK, the Department for Education broadly defines disruptive behavior in schools as any behaviour that prevents teachers from teaching and pupils from learning. But for those supporting children and young people, it’s not just about managing behaviour—it’s about understanding its function and addressing the underlying causes with compassion and effective strategies.
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), published by the American Psychiatric Association, provides clinical criteria for diagnosing disruptive behavior disorders and related conditions.
This article provides an overview of what disruptive behavior is, explores common examples, how it is formally defined by UK government guidance, its effects on learning and wellbeing, and general strategies for reducing its impact. We will also explore disruptive behavior disorders in more detail, along with how Behaviour Help’s tools and resources can support professionals and families in navigating these challenges.
Introduction to Disruptive Behavior Disorders
Disruptive behavior disorders (DBD) are a group of mental health conditions defined by ongoing patterns of disruptive, defiant, and sometimes aggressive behavior that go beyond what is typically expected for a child’s age. According to the Diagnostic and Statistical Manual of Mental Disorders, these disorders include oppositional defiant disorder (ODD), conduct disorder (CD), and intermittent explosive disorder (IED), among others. Children and adolescents with DBD often struggle with impulse control, frequently challenge authority figures, and may engage in behaviors that violate societal norms or the rights of others.
A persistent pattern of hostile behavior, defiant behavior, and aggressive behaviors—such as frequent temper tantrums, arguing with adults, or serious violations of rules—can significantly disrupt family relationships, school life, and peer interactions. These behavioral issues can also place affected children at greater risk for developing additional mental health disorders, including anxiety disorders, mood disorders, and substance abuse problems. Because disruptive behavior disorders often co-occur with other mental health conditions, a comprehensive evaluation by a qualified mental health professional is essential for accurate diagnosis and effective treatment planning.
Family history and family dynamics play a crucial role in the development and maintenance of disruptive behavior disorders. Children with a family history of mental disorders or inconsistent parenting may be at higher risk for developing DBD. Supportive family relationships and early intervention can make a significant difference in outcomes. Evidence-based approaches such as functional family therapy and the Coping Power Program are designed to strengthen family functioning, teach coping skills, and promote positive relationships, helping children learn more socially acceptable ways to manage their emotions and behaviors.
Early treatment is key to preventing the escalation of disruptive behavior into more serious problems, such as antisocial personality disorder, criminal behavior, or ongoing marked distress. Left unaddressed, DBD can lead to impaired relationships, academic difficulties, and increased risk of developing other mental health conditions, including obsessive compulsive disorder and bipolar disorders. Recognizing the warning signs—such as a persistent pattern of aggressive behavior, defiance, or serious violations of rules—and seeking support from mental health professionals can help affected children and their families access the resources and guidance they need.
Disruptive behavior disorders are treatable, and with the right support, children can develop better self-control, improve their relationships with family members and authority figures, and build the coping skills necessary for long-term wellbeing. If you notice ongoing patterns of problematic behavior in your child or student, don’t hesitate to seek support from a qualified mental health professional. Early, collaborative intervention can make a lasting difference in helping children overcome disruptive behavior and thrive.
Examples of Disruptive Behavior
Disruptive behavior is not caused by a single factor—it typically emerges from a complex interaction of personal, environmental, and social influences. Early identification of behavioral problems is important for timely intervention and better outcomes. Understanding the root causes is essential to responding effectively and supporting long-term positive change. While every individual is different, some of the most common contributing factors include:
Stressful situations can trigger or worsen disruptive behaviors, making it important to recognize and manage these circumstances.
Disruptive behaviors may affect or be observed by other children, especially in social settings such as schools or peer groups.
Unmet Needs or Frustration
Children and young people may display disruptive behavior when they are unable to express their needs, whether emotional, physical, or educational. For example, a child who is hungry, tired, or overwhelmed may act out as a form of communication.
Neurodevelopmental Differences
Conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Pathological Demand Avoidance (PDA) can affect how a person processes information, copes with change, or responds to expectations. Disruption may occur not out of defiance, but from sensory overload, anxiety, or difficulty with executive functioning.
Environmental Factors
The learning environment plays a significant role. Overly noisy, chaotic, or unstimulating settings can trigger disruptive behavior, as can unclear routines, inconsistent expectations, or lack of positive adult relationships. Transitions between settings or changes in routine may also be particularly difficult for some individuals. Stressful situations in the environment can trigger or exacerbate disruptive behaviors.
Social and Emotional Challenges
Difficulties in forming friendships, coping with peer pressure, or managing emotions such as anger, sadness, or anxiety can contribute to acting out. Disruptive behaviors may be directed toward or observed by other children, especially in peer settings, making social interactions particularly challenging. Trauma, neglect, or adverse childhood experiences (ACEs) may also lead to increased behavioural concerns. In some cases, social and emotional challenges can escalate into violent behaviors, underscoring the need for early intervention and support.
Modelling and Reinforcement
Children often learn behaviour by observing those around them. If disruptive actions have previously led to attention, avoidance of tasks, or other perceived ‘rewards’, they may be reinforced—consciously or not.
Disrupted Attachment or Insecure Relationships
Young people who have experienced instability in early relationships or a lack of secure attachment may find it difficult to trust adults or follow expected norms. Disruption may be used as a way to test boundaries or avoid perceived threats. Disrupted attachment in early childhood can increase the risk of later disruptive behaviors.
Disorders of Behaviour and Emotion
Some children and adolescents may meet the criteria for recognised disruptive behavior disorders, such as Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD), which are discussed later in this article. Early adolescence is a critical period for the emergence of conduct problems and antisocial or violent behaviors. These disorders involve persistent patterns of behaviour that go beyond occasional misbehaviour and require specific assessment and intervention.
Mental Health Conditions
Mental health conditions such as anxiety disorders, depression, and mood disorders can also contribute to disruptive behavior. A child experiencing high levels of anxiety may avoid tasks, lash out, or become withdrawn and oppositional.
Similarly, low mood or emotional dysregulation can result in irritability, outbursts, or disengagement. In some cases, the behaviour may be a way of signalling distress or a lack of coping strategies, rather than a deliberate choice to disrupt. Mood disorder, such as depression or anxiety, may co-occur with disruptive behavior and should be addressed as part of a comprehensive treatment plan.
Common Behavioral Disorders
Some forms of persistent, problematic behavior may be linked to underlying behavioral or mental disorders. Early intervention for behavioral problems is crucial, as it can prevent escalation and improve long-term outcomes. These conditions often require formal diagnosis and tailored support strategies, particularly when behaviors significantly impact a person’s ability to function at home, in school, or in the community. It is important to consider the whole child's condition—including emotional, social, and family factors—when planning support and intervention. Understanding the nature of these disorders can help caregivers and professionals respond with empathy and effectiveness.
Below are some of the more commonly recognized behavioral and mental health disorders that may contribute to aggressive behaviors, emotional dysregulation, and disruptive patterns.
Oppositional Defiant Disorder (ODD)
Read more about: Oppositional Defiant Disorder (ODD)
ODD is characterized by a consistent pattern of angry outbursts, defiance, and argumentative behavior, especially towards authority figures.
Children and young people with ODD may frequently lose their temper, refuse to comply with rules, deliberately annoy others, or blame others for their own mistakes. While all children can be oppositional at times, ODD involves a long-standing and severe pattern of problematic behavior that goes beyond typical development.
Conduct Disorder
Read more about: Conduct Disorder
More serious than ODD, Conduct Disorder involves persistent and severe violations of social norms and the rights of others. This can include aggressive behaviors such as bullying, fighting, cruelty to animals, lying, theft, or destruction of property.
CD is often associated with an increased risk of developing antisocial personality disorder in adulthood if not addressed early and effectively.
Intermittent Explosive Disorder
Read more about: Intermittent Explosive Disorder
IED is marked by sudden, repeated episodes of impulsive aggression, such as shouting, physical violence, or verbal outbursts. Affected individuals may experience these outbursts unexpectedly, often finding their reactions out of proportion to the situation and occurring without clear warning. The person may feel a sense of release during the outburst but experience regret or shame afterward.
Attention Deficit Hyperactivity Disorder (ADHD)
Read more about: Attention Deficit Hyperactivity Disorder (ADHD)
While ADHD is not classified as a behavioral disorder in itself, it often presents with impulsivity, inattention, and hyperactivity that can result in disruptive or problematic behavior. Children with ADHD may interrupt, fidget excessively, struggle to follow instructions, or appear defiant when they are actually experiencing challenges with self-regulation and focus.
Autism Spectrum Disorder (ASD)
Read more about: Autism Spectrum Disorder (ASD)
Autistic individuals may exhibit behaviors that seem disruptive or rigid, particularly when routines are changed, communication is misunderstood, or sensory overload occurs. Behaviors such as repetitive movements, insistence on sameness, or emotional outbursts are often strategies for self-regulation rather than intentionally disruptive acts.
Obsessive Compulsive Disorder (OCD)
OCD involves unwanted, intrusive thoughts (obsessions) and repetitive behaviors (compulsions) aimed at reducing anxiety. These rituals can interfere with daily routines and lead to distress if interrupted. In children, compulsive behavior may be mistaken for defiance or refusal, when in fact it is driven by overwhelming internal pressure.
Bipolar Disorder
Read more about: Bipolar Disorder
Children and adolescents with bipolar disorder experience extreme shifts in mood, energy, and behavior. These mood episodes can range from depressive lows to manic highs, during which a child may be unusually irritable, impulsive, or display risky and aggressive behaviors. The fluctuating nature of bipolar disorder can make consistent behavior difficult to maintain without appropriate support.
Antisocial Personality Disorder (ASPD)
Though rarely diagnosed before adulthood, signs of antisocial personality disorder often emerge in adolescence and are characterized by persistent antisocial behaviors. It involves a disregard for others, chronic rule-breaking, deception, and a lack of remorse for harmful actions. When such patterns emerge early, they may begin as Conduct Disorder and continue into adulthood if not addressed.
Diagnosing
Diagnosing disruptive behavior disorders is a careful and structured process that must be carried out by qualified mental health professionals, such as clinical psychologists, child psychiatrists, or specialist pediatricians. Because behaviors like defiance, aggression, and emotional outbursts can occur in many different contexts—and for many different reasons—a diagnosis should never be based on isolated incidents or assumptions.
Comprehensive Evaluation
A comprehensive evaluation typically involves gathering detailed information about the child's development, family background, medical history, and behavior across multiple settings (home, school, community). It may also include interviews with parents, teachers, and the child themselves, as well as observations and behavior rating scales. This helps professionals understand how often the behaviors occur, in what context, and how severely they impact day-to-day functioning.
The Diagnostic and Statistical Manual
Mental health professionals often refer to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), which is published by the American Psychiatric Association, to guide the assessment and diagnosis of behavioral conditions. This manual provides formal criteria for disorders such as Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), Intermittent Explosive Disorder (IED), and related conditions affecting impulse control.
Risk Factors
Certain risk factors may increase the likelihood of a child developing a disruptive behavior disorder. These include a family history of mental illness or behavioral difficulties, exposure to trauma or inconsistent parenting, early difficulties with emotional regulation, and the presence of neurodevelopmental conditions such as ADHD or autism. However, a risk factor does not guarantee a diagnosis—it simply helps professionals consider the broader context during evaluation.
Children Diagnosed with Disruptive Behavior Disorders
Children diagnosed with disruptive behavior disorders often face challenges in school, relationships, and self-esteem. Without proper identification and intervention, these difficulties can persist or intensify over time. However, with an accurate diagnosis and a supportive, individualized plan, most children can make significant progress in managing their behavior and improving their wellbeing.
It is important to consider the child's condition holistically, addressing both emotional and behavioral needs through a comprehensive approach that may include therapy, medication, and family support.
Early identification and compassionate, collaborative support are key. Diagnosis should never be seen as a label, but rather as a pathway to understanding and helping a child thrive.
Addressing Disruptive Behaviors
Disruptive behaviors can have a significant impact on a child’s development, relationships, and overall wellbeing—not just for the individual, but for families, classrooms, and peer groups.
Addressing behavioral problems early is crucial to prevent escalation and reduce the risk of more serious issues such as conduct disorders, impulsivity, and antisocial traits. Left unaddressed, these behaviors may escalate over time, affecting learning outcomes, emotional health, and social inclusion. That’s why early, proactive support is essential—particularly for younger children, who are still developing their sense of boundaries, emotions, and social expectations.
Read our supporting article 'Resolving Impacts of Disruptive Behaviour in the Classroom with the Behaviour Help App'.
The Importance of Positive Relationships
At the heart of any effective approach to behavior is the development of positive relationships. Children are more likely to learn and model appropriate behavior when they feel safe, seen, and valued. Strong, consistent relationships with parents, caregivers, teachers, and support staff provide the foundation for trust, cooperation, and emotional regulation.
The Role of Family Relationships
Family relationships play a key role in shaping behavior. Predictable routines, clear expectations, and open communication at home create a secure environment where children can develop coping skills and emotional resilience. When families work together with schools or mental health professionals, interventions are more likely to succeed.
Supporting Affected Children
Children who engage in frequent disruptive behavior often do so because they are struggling with something—whether that’s anxiety, sensory overload, frustration, or difficulties expressing their needs. It’s important to remember that behind every behavior is a message. Rather than viewing affected children as ‘naughty’ or deliberately defiant, we need to understand the function of the behavior and respond with empathy and structure. Recognizing the experiences and challenges faced by affected individuals helps us provide more effective support and interventions.
Prevention Strategies
Many prevention strategies focus on meeting children’s needs before behavior becomes a problem. These can include:
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Providing sensory or movement breaks
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Offering visual timetables or clear instructions
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Reinforcing positive behavior through praise and encouragement
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Creating predictable routines
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Teaching emotional literacy and regulation techniques
Teaching Coping Skills
Helping children develop their own coping skills—such as using calm-down techniques, asking for help, or recognising their emotional triggers—empowers them to handle challenges more constructively. These skills should be taught consistently and adapted to the child’s age and developmental level.
When to Seek Support
If disruptive behavior is ongoing or escalating despite your best efforts, it’s important to seek support. If behavioral problems persist or become more severe, seeking professional help is crucial. This may include speaking with your child’s school, consulting a GP, or accessing behavior support services such as the Behaviour Help App, which provides structured tools for understanding, tracking, and responding to behaviors of concern.
Using the Behavior Help App to address Behaviors of Concern
The Behavior Help App is a practical, evidence-informed tool designed to support families, educators, and professionals working with individuals who display behaviors of concern. The app also offers resources and guidance specifically tailored for affected individuals experiencing disruptive behaviors, helping them manage symptoms and challenges. It provides a structured, compassionate approach to understanding the function of disruptive behaviors and planning effective, personalised interventions.
Introducting...The Behaviour Help App
Your All-in-One AI Tool for FBAs and PBS plans
You’re doing important work. That’s why we built the Behaviour Help App — to make it easier to track behaviour trends, identify patterns, and develop meaningful, person-centred strategies.
Functional Behavior Assessment Made Easy
At the core of the app is a simplified Functional Behavior Assessment (FBA) process. It helps users identify patterns across when, where, and why behaviors occur—providing valuable insight into the factors driving disruption. Whether it's a child becoming overwhelmed in noisy environments or acting out during transitions, the app helps map the full context behind the behavior.
Supporting Positive Relationships and Coping Skills
The app encourages the development of positive relationships between adults and children by focusing on collaborative planning and consistent communication. It also supports teaching coping skills by helping teams identify emotional triggers and track the success of calming or redirecting strategies over time.
Personalized Planning for Affected Children
Each child is different, and the app reflects this by allowing users to create an Individual Profile. This includes information on diagnoses, strengths, communication preferences, sensory needs, and emotional regulation skills—helping ensure that any plan developed is truly tailored to the affected child and their unique circumstances. The app enables personalized planning based on the child's condition, supporting a comprehensive approach to their care.
Collaborative and Preventative Approach
The Behavior Help App is designed for collaboration between parents, educators, and allied health professionals. By using the same platform to assess, record, and monitor progress, teams can coordinate efforts and avoid inconsistency. This joined-up approach is a powerful prevention strategy, reducing the risk of escalation and improving long-term outcomes.
Evidence, Not Guesswork
Rather than relying on assumptions or reactive strategies, the app helps guide teams toward evidence-based decision-making. By regularly tracking data over time—such as frequency, intensity, and duration of behaviors—users can see what works, what doesn’t, and make adjustments with confidence.
Behaviour Management Case Study: Classroom Behaviour Management Plan for Jenny
This behavior support plan is designed to help school staff respond effectively to escalating behaviors in the classroom and to guide Jenny back to a calm, regulated state. Stressful situations can often trigger escalation in classroom behavior, making it important to identify and manage these triggers proactively. The approach prioritises safety, emotional validation, and inclusive practice, ensuring that Jenny feels supported while maintaining a positive learning environment for everyone.
Mild Escalation Stage
In the early stages of escalation, Jenny may show subtle signs of distress such as a tense facial expression or body posture, raised or pressured speech, an anxious smile, fidgeting, or a quiet withdrawal from the activity. During this phase, it’s important for staff to remain calm, using a relaxed tone and body language while giving Jenny space. Sudden movements or crowding should be avoided.
Staff should gently acknowledge her feelings with validating language. For example: “Jenny, you look frustrated—do you want to take a short break or talk about it later?” Offering a low-demand choice can help her regain control, such as suggesting she either colour quietly at her desk or move to the quiet corner. Allowing her to access self-regulation tools like a fidget, weighted lap pad, or a movement break may also help. Avoid correcting behaviour in the moment—focus instead on connection and calm.
Moderate Escalation Stage
As Jenny’s distress increases, signs may include repetitive questioning, avoiding eye contact, not responding to adult instructions, loud talking, swearing, or beginning to isolate herself. At this stage, avoid challenging her with “why” questions or issuing escalating consequences.
Instead, offer calming options with a supportive tone, such as: “Jenny, would you like to get a drink or sit in the sensory corner?” If needed, a second trusted staff member may provide a brief check-in or offer a reset outside the classroom. It’s important to reassure Jenny that she is not in trouble and that you are there to help her feel safe and supported.
Extreme Escalation Stage
In cases of extreme escalation, Jenny may shut down completely, avoid all communication, cry, throw items, lash out, or attempt to leave the room. These actions can include violent behaviors, such as lashing out physically or throwing objects, which are often linked to underlying emotional distress or anxiety. She may also engage in self-harming behaviours, such as hitting her head on the desk or scratching herself.
The priority at this stage is safety—for Jenny, her peers, and staff. If necessary, calmly clear the area of other students without drawing attention. Avoid raising your voice or giving further demands. Instead, provide Jenny with space. This means no eye contact, standing at a safe distance, and not engaging in conversation. A trusted adult should remain nearby, observing quietly and intervening only if safety is at risk.
Recovery Stage
As Jenny begins to calm, signs of recovery may include less muscle tension, slower breathing, and a greater willingness to engage in quiet activities or brief conversation. Give her 15–20 minutes to self-regulate before redirecting her back to any tasks.
When she’s ready, invite her to rejoin the class with a low-demand or preferred activity. Later in the day—or the next day if needed—have a gentle one-on-one debrief. Questions like “What helped you calm down?” or “What could we do next time?” help her reflect without blame. If her escalation began with refusal, guide her to complete a small part of the original task to prevent reinforcing avoidance behaviour.
Classroom Behaviour Prevention Plan for Jenny
While managing escalation is important, preventing disruptive behaviour through thoughtful planning and positive relationships is equally crucial. Prevention planning aims to reduce behavioral problems before they escalate, supporting healthier development and classroom environments. The following proactive strategies are tailored to Jenny’s needs to support her learning and emotional regulation throughout the school day.
Curriculum and Activity-Based Strategies
To help Jenny feel secure and in control, use a visual timetable so she can see the structure of her day. Tasks should be broken into small, manageable steps using mini-schedules or simple prompts. Be clear about what “finished” looks like—for example, “complete three sums” or “write one paragraph.”
Jenny may need extra processing time to respond after receiving instructions, so allow pauses before repeating or prompting again. Integrate movement or sensory breaks throughout the day, such as handing out books or doing wall push-ups. If transitions are a trigger, use countdowns or verbal reminders supported by timers to prepare her in advance.
Interaction-Based Strategies
Where possible, assign familiar staff members to work with Jenny, as this helps reduce anxiety and build trust. Speak calmly and clearly, giving one instruction at a time without overloading her. Avoid yes/no phrasing that may invite refusal—say “Time for reading now” instead of “Are you ready to read?”
Offer controlled choices to support autonomy, such as: “Would you like to do reading first or writing?” Reframing instructions as helpful requests can also build cooperation: “Can you help me pack up the pencils?” Use polite, appreciative language like: “Thanks, Jenny, for helping with that.” Positive reinforcement strengthens her sense of competence and belonging.
Environmental Strategies
Jenny may benefit from a low-stimulation learning environment. During high-focus tasks, reduce noise and visual clutter where possible. Offer flexible seating options, such as a wobble cushion or quiet corner, and provide access to calming tools like a fidget box, noise-reducing headphones, or a weighted lap toy.
Prepare her in advance for potentially overwhelming situations, such as assemblies or excursions. Establish a pre-agreed signal she can use if she needs to leave early or access a calm space. This helps her feel in control and reduces the chance of escalation.