The Founder and Lead Trainer of Educators and Parents Academy (EPA), Irene Ugbah, has urged teachers and parents to look beyond disruptive or difficult behaviour among children, noting that aggression, withdrawal, defiance and poor concentration may sometimes signal underlying emotional, developmental, family or learning challenges.

Ugbah gave the advice during a virtual professional development training organised by EPA, titled “Why Do Students Do That? Understand Before You Correct,” held on August 30, 2026. She stressed that aggression, withdrawal, defiance may signal deeper challenges.

The training, which focused on helping educators better understand the factors behind students’ behaviour, attracted more than 80 registered educators from across Nigeria, including the Federal Capital Territory, Delta, Enugu and Lagos, with 33 participants joining the live session.

Ugbah, who took participants through practical classroom situations, said teachers should move beyond simply categorising behaviour as either good or bad and instead consider what a child may be attempting to communicate through such conduct.

“Behaviour is a form of communication. Before correcting a learner, educators should pause and ask what the behaviour may be communicating,” she said.

According to her, children do not always have the emotional vocabulary, confidence or ability to express experiences such as fear, frustration, hunger, trauma, learning difficulties, peer pressure or a need for attention.

She explained that these unmet needs could sometimes manifest through a child’s behaviour, making it important for teachers and parents to observe and seek understanding before deciding on an appropriate response.

What lies beneath the behaviour?

Using the iceberg model, Ugbah demonstrated that the behaviour visible to teachers and parents may represent only a small part of what is happening in a child’s life.

She said a learner who is aggressive, withdrawn, defiant or unable to concentrate could be experiencing an underlying difficulty that requires further observation and support rather than immediate punishment.

She, however, cautioned that understanding the reason behind inappropriate behaviour should not be interpreted as excusing such conduct.

Rather, she advocated a balanced approach in which teachers maintain clear boundaries while also investigating possible causes and providing appropriate support.

“Understanding helps teachers choose corrective measures that address the behaviour while preserving the learner’s dignity,” she said.

Moving beyond punishment

Ugbah said a more informed approach to discipline could enable teachers to correct inappropriate conduct without undermining children’s dignity, confidence or sense of belonging in the classroom.

She also introduced participants to selected child-development and learning theories, translating the concepts into practical classroom situations that educators could relate to in their daily interactions with learners.

According to her, the training was developed in response to the need for practical and affordable professional development opportunities that equip educators with tools to strengthen classroom practice and improve learning outcomes.

The approach resonated with participants, some of whom said the training had changed how they viewed children’s behaviour.

One participant, Francisca T. Adesina, said the session reinforced the importance of gathering information before reaching conclusions about a learner.

“I have learned that ‘Behaviour is a form of communication.’ I also understand that no child should be labelled without first understanding why the child is behaving in a certain way,” she said.

Adesina said teachers needed to understand the individual needs of learners to help them succeed, remain focused and learn effectively.

“You cannot understand each learner by looking at the physical; you need to be curious, observe by inquiring, collect data, interpret it and respond appropriately,” she added.

Another participant, Gloria Idakwo, said the training had prompted her to reconsider how she disciplines children in her classroom.

“It has helped me to reconsider the way I correct children in my class,” she said.

For Udeagha Nnenna Agnes, the session reinforced the importance of recognising that learners have different needs and experiences.

“I like that I have to meet every child where they are,” she said.

Stronger home-school partnership needed

The training also emphasised the importance of understanding the circumstances surrounding children both within and outside the classroom.

Ugbah said teachers and parents needed to work together to better understand learners, particularly when behavioural changes appeared suddenly or persisted over time.

She explained that stronger communication between schools and families could help teachers gain useful information about factors affecting a child’s learning and behaviour, while enabling parents to understand how classroom experiences may be influencing their children.

The programme encouraged educators to combine empathy with structure by ensuring that children understand classroom boundaries and consequences while receiving appropriate support for genuine challenges.

Participant Patience Maaji Samuel described the training as “phenomenal”, saying it connected the lessons to everyday experiences in schools.

Igboanugo Ann Chinenye also commended Ugbah’s communication and teaching approach, while Ezeughegbu Marycynthia Ogechi described the training as impressive, educative and impactful.

EPA to deepen capacity building

Ugbah said EPA would continue to provide capacity-building programmes, short courses and practical resources for educators, school leaders and parents.

She said the organisation was particularly interested in strengthening the relationship between educators, parents and learners, including in underserved communities.

According to her, improving children’s educational outcomes requires more than curriculum delivery, as teachers also need the knowledge and skills to understand the developmental, emotional and social factors that influence learning.

The training ultimately challenged educators to replace the instinctive question, “What is wrong with this child?”, with a more constructive question: “What is happening to this child, and what is the behaviour communicating?”

For teachers and parents, the shift could encourage a move from immediate reaction to observation, understanding and appropriate intervention, while maintaining the boundaries necessary for effective teaching and learning.