Each year, school leaders, teachers, and parents eagerly scan the national behaviour data, hoping for signs of improvement. This year’s DfE National Behaviour Survey (May 2025) appears to offer encouraging news. Confidence among school leaders has risen, teachers report greater support, and students report feeling safer in school.
But when we look more closely, the picture is far more layered. Behaviour may appear to be improving on paper, but the lived classroom experience is still defined by disruption, inconsistency, and competing perceptions of what “good behaviour” entails in practice.
What the Survey Really Shows
The survey collected responses from more than 1,000 school leaders and teachers, as well as from students in Years 7 to 13 and a national sample of parents. In total, the teacher sample represents approximately 32% of the profession, providing a meaningful snapshot of school life.
Some numbers initially look positive.
- 88% of school leaders now rate behaviour as good or very good.
- 65% of teachers agree, a sizeable rise from last year’s 46%.
- Student reports of feeling safe have increased to 80%, and feelings of belonging have risen from 57% to 69%.
Yet one statistic remains stubbornly unchanged:
7 minutes of every 30-minute lesson are lost to disruption.
On a typical school week, that represents an enormous loss of instructional time, and it illustrates why classroom teachers remain cautious, even as leadership optimism grows.
The Gap Between Leaders and Teachers
Perhaps the most revealing finding is the widening perception gap. Leaders report rising confidence (64% say they feel “very confident” managing behaviour), while only 32% of teachers say the same.
This disparity matters. Teachers deal with disruption minute-by-minute, not through summary reports or observations. When teachers lose nearly a quarter of lesson time, it impacts progress, workload, and well-being. While 73% of teachers still say behaviour affects their health — the number has fallen slightly — the pressure remains acute.
Fairness and Consistency Still Lag Behind
If there is one area that cuts across all groups, it is the question of fairness.
Only 18% of students believe rules are applied fairly all the time. Even as staff perceptions have improved, the student perspective has barely shifted. KS4 students in particular report low confidence in the consistency of sanctions.
Fairness is often the silent driver behind behaviour issues. Students who perceive bias disengage more quickly, challenge rules more often, and feel less connected to school culture. And with 21% reporting bullying in the last year, belonging and emotional safety remain central concerns.
Using the Data as a Diagnostic Tool
Rather than treating these figures as simple indicators of success or failure, schools can use them as a mirror.
Consider asking:
- Does the classroom experience match the Senior Leadership Team (SLT) perspective?
- Is the mobile phone policy applied consistently across year groups?
- How does our own lesson disruption compare to the national 7-minute benchmark?
- Do staff feel supported in managing behaviour?
- Do students feel rules are predictable, fair and transparent?
The answers can guide continuing professional development (CPD) priorities, refine behaviour systems, and shape conversations with staff, students, and families.
A More Honest View of Behaviour
So, is behaviour improving? In some ways, yes: students feel safer, teachers feel more supported, and leaders are investing heavily in clarity and consistency. But disruption remains a persistent barrier, and perceptions of fairness still lag behind.
The real challenge for schools is not simply implementing behaviour policy, but aligning the experience of everyone in the building. Only when leaders, teachers, and students share a common understanding of expectations will the improvements observed in reports translate into daily classroom practice.
