The Department of Guidance and Counselling at Podar Pearl School, Meshaf Campus, conducted a professional development session for teachers on 27 and 29 August 2026. The session focused on “What is the Behaviour Communicating? ABC and WHY Model” and highlighted the importance of teacher-counsellor collaboration in understanding student behaviour.

The session aimed to help teachers look beyond the behaviour they see and explore the possible needs behind it. It also introduced the A-B-C + WHY model, a practical framework that can help teachers understand classroom behaviour and respond with greater empathy and purpose.

The counselling team conducted the sessions for different grade groups. Ms. Sithara Balakrishnan led the session for KG, Mrs. Delrina Mohta conducted the sessions for Grades 1-2 and Grades 3-5, while Ms. Ciney Paul facilitated the session for Grades 6-12.

To begin, teachers took part in an interactive activity called “What Do We Notice?” The activity encouraged them to reflect on how different people can observe the same situation through different perspectives. This simple exercise connected naturally to classroom situations. Although behaviour is what we can see, the underlying need may not always be immediately visible.

The discussion then encouraged teachers to shift their perspective from “What is the child doing?” to “Why is the child doing it?” Instead of immediately describing a student as “rude,” “lazy,” “disruptive,” “attention-seeking,” or “defiant,” teachers explored what the behaviour might be communicating. This approach helps adults understand behaviour as a form of communication and respond to students in a more supportive way.

Teachers were introduced to the A-B-C + WHY model as a practical tool for understanding student behaviour. The model focuses on four key questions: A – Antecedent: What happened before the behaviour? B – Behaviour: What did we actually observe? C – Consequence: What happened immediately after the behaviour? WHY: What might the student be getting or avoiding through the behaviour? The discussion also introduced an important question: What does the student need instead?

A classroom example involving a student refusing to complete a writing task helped teachers apply the model to a real-life situation. Rather than viewing the refusal simply as non-compliance, teachers explored whether the behaviour could indicate task avoidance or difficulty with the activity. As a result, strategies such as providing support, breaking the task into smaller parts, and offering reassurance can help address the underlying need.

The session also explored four common functions or “WHYs” behind behaviour. A student may seek attention because they want connection, recognition, or interaction. At other times, a student may display behaviour to escape or avoid something difficult, uncomfortable, or overwhelming. Behaviour can also help a student gain access to a preferred item or activity or experience a sense of control. In addition, some behaviours may help students manage sensory input or regulate their emotional state.

For each function, teachers explored practical and student-centred strategies. These included using positive attention and specific praise, providing scaffolding, offering appropriate choices, creating opportunities for student choice, allowing movement or quiet breaks, and supporting students in developing emotional awareness. Therefore, teachers gained practical ideas that they can apply within everyday classroom situations.

Another key framework introduced during the session was PAUSE → LOOK → ASK → RESPOND. This approach encourages teachers to pause before reacting, observe patterns in behaviour, ask what the student may be trying to communicate or regulate, and then respond to the underlying need. In this way, the focus shifts from simply stopping a behaviour to understanding and supporting the student.

Throughout the session, teachers actively participated in discussions, activities, and reflective exercises. They considered common classroom behaviours and explored possible reasons and needs behind them. Moreover, practical examples helped teachers connect the A-B-C + WHY model to situations they may encounter in their classrooms.

The Affirmation Circle and other reflective activities further encouraged positive engagement and self-reflection. Towards the end of the session, teachers were encouraged to identify one student they find challenging and replace the question “What is wrong with this student?” with “What does this student need?” They also reflected on one strategy they could implement differently during the term.

Importantly, the session emphasised that the “WHY” is a hypothesis, not a diagnosis. Teachers were encouraged to consider patterns, context, and individual circumstances rather than make assumptions about student behaviour. As a result, the session promoted a more curious, empathetic, and needs-based approach to classroom interactions.

Overall, the professional development session reinforced four important messages: Behaviour is communication. Observation comes before interpretation. Curiosity creates connection. Small changes can create big shifts.

The session concluded with a powerful reminder: “See the child, not just the behaviour.” By strengthening teacher-counsellor collaboration and encouraging adults to respond with curiosity and empathy, the session contributed to creating a safer, more supportive, and student-centred school environment at Podar Pearl School.