Why Behaviour Escalates This Time of Year (And What It Means for Young Children)

By October, many Teachers and Early Childhood Educators feel worn down. The year is underway, routines are established, and yet behaviour often feels bigger, not better.

This can be frustrating, especially when you’re being consistent, following plans, and doing everything “right.” October is a common time for behaviour to escalate, not because children aren’t learning, but because demands increase faster than regulation skills can keep up.

This article explores why big behaviour often shows up in the fall, what it’s telling us about children’s capacity, and when extra support can make a meaningful difference.

A Teacher and Student playing dinosaurs

Why Behaviour Often Spikes Before It Improves

It’s common for behaviour to escalate before progress becomes visible.

As children:

• feel more comfortable in the environment

• begin testing expectations

• experience increased academic and social demands

• become tired from sustained effort

…their nervous systems may struggle to keep pace.

This doesn’t mean strategies aren’t working. Often, it means children feel safe enough to show when they’re overwhelmed.

Key reminder: Escalation can be a sign of trust, not failure.

When children stop holding it together and start showing distress, they’re communicating that support, not stricter control, is needed.

Developmental Capacity vs Classroom Demands

Young children are still learning how to:

• regulate emotions

• control impulses

• use language instead of actions

• wait, share, and problem-solve with peers

Group care asks children to use these skills all day, often before they’re fully developed.

When expectations exceed a child’s current capacity, behaviour increases, not because the child won’t cooperate, but because they can’t yet meet the demand without support.

Understanding this gap helps educators respond with strategies that build skills rather than escalate power struggles.

Why Behaviour Isn’t “Attention-Seeking”

Behaviour that looks like “attention-seeking” is often connection-seeking or regulation-seeking.

Children may rely on behaviour when they:

• don’t yet know how to ask for help

• are dysregulated or overstimulated

• feel disconnected or overwhelmed

• need adult support to reset

When behaviour is met with curiosity rather than control, children learn that adults are safe helpers, not obstacles to manage.

Over time, this reduces escalation and supports skill development in ways punishment never can.

When Behaviour Support Should Increase

There are times when classroom strategies alone aren’t enough and recognizing that early protects both children and educators.

It may be time to bring in extra support when:

• behaviour is frequent, intense, or unpredictable

• recovery takes a long time even with adult help

• safety is becoming a concern

• educators feel stuck, depleted, or unsure what to try next

Early behaviour support is not a last resort. It’s a preventative approach that helps children build skills before patterns become entrenched and supports educator wellbeing in the process.

Educator insight is often the first indicator that more support would help.

Supporting Big Behaviour Without Blame or Burnout

Big behaviour in small bodies is not a sign that something is “going wrong.” It’s a sign that children are navigating high demands with still-developing nervous systems.

When behaviour is understood through a regulation and development lens, responses become calmer, more effective, and more sustainable.

For educators who want practical tools that support nervous systems, not punishment, targeted training can offer clarity and confidence.

Want practical support for big behaviour in real classrooms? Join our Monthly Educator virtual learning for free to learn more and ask questions!

Allied Therapy

Supporting children, families, and the educators who care for them

Speech Therapy • Occupational Therapy • Behaviour Therapy

Nova Scotia