Every teacher has had moments where emotions run high. A lesson unravels, students push boundaries, and the volume in the room seems to escalate by the second. In these moments, the instinct to raise your voice can feel natural and even necessary. But neuroscience tells us a different story.
At Strategy Education, we support teachers and school leaders across the UK, and part of that support includes advocating for approaches grounded in both research and real classroom experience. One area gaining more attention is the link between emotional safety and effective learning.
The Neuroscience Behind Shouting
When a teacher shouts, it’s not just noise. It’s a signal to the brain that something is wrong. According to current neuroscience, shouting activates the amygdala, the part of the brain that detects threats. This triggers a stress response, often referred to as fight, flight, or freeze. The result? The prefrontal cortex, which governs reasoning, memory, and learning, temporarily shuts down.
In simple terms, shouting makes it harder for students to think, recall information, and stay engaged.
With a mental health crisis in the UK, many students have heightened anxiety and emotional fragility. In this environment, shouting is not just ineffective, it’s damaging. For students with trauma backgrounds or SEND, it can leave lasting emotional imprints that impact trust, attendance, and long-term achievement.
A recent report from the Education Endowment Foundation echoes this concern, encouraging schools to move away from punitive policies and towards relational, consistent behaviour models.
When Teachers Lose Control
It’s important to acknowledge the pressures teachers face. Shouting is often less about discipline and more about a teacher reaching their limit. When that happens, it signals a need for better support, not blame.
Behaviour management isn’t about control. It’s about connection, structure, and calm leadership. That’s why many schools are now investing in Continuing Professional Development (CPD) that focuses not just on student behaviour, but on teacher wellbeing and emotional regulation too.
Building Calm into Behaviour Policies
So, what does a calm, effective classroom look like?
- Clear, whole-school routines that remove ambiguity for students
- Non-verbal cues and pre-planned scripts that help de-escalate tension
- Coaching and mentoring for staff struggling with particular classes or behaviours
- Space to reflect on emotional triggers and responses during CPD sessions
These practices are not just about helping students feel safe, they also help teachers stay grounded and confident.
Behaviour Management Rooted in Learning Science
The goal of any behaviour policy should be to create an environment where students can focus, think, and remember. That doesn’t happen in a room full of shouting. It happens in classrooms where teachers are supported to stay calm, firm, and emotionally available.
At Strategy Education, we work with schools that are building positive behaviour cultures, including ones that go beyond sanctions. Whether you’re an ECT or a school leader, we’re here to support recruitment that aligns with current research and best practice. Additionally, we support schools in building teams that understand this. Whether you’re hiring, training or planning behaviour support, we can help you find the right people and the right mindset to make learning stick.
