Introduction

In this chapter, we will learn about creating an ambient environment that supports the use of our library space by all our school community. We will consider how and why disruption may occur occasionally and how we can resolve it calmly and assertively so that it does not impact on other users of our service.

Maybe you have a family of your own. Maybe you have experience of working with children. Maybe this role presents a whole new scenario for you and possibly, in a secondary school environment, you are not much older than some of your students. Behavioural issues with students can be stressful at times and although working in a school library is fun, this is only if we feel able to do our job effectively and within a safe environment. The good news is that most students will behave well; some may cause minor disruptions at times but only a handful will require serious intervention (DfE, 2017). Unfortunately, it is usually these few students who are the most challenging and visible. In this chapter, we will consider why students may be disruptive, how we can address these issues to restore balance and what changes we can make to our library to ensure a calm working environment.

Why does challenging behaviour happen?

Students are not naturally naughty. As humans, we need social interactions for our wellbeing and if a child is disruptive, it is usually for a reason. They may be hungry or thirsty; they may be in pain; they may be feeling too hot or too cold; they may have been upset or angry with something or someone recently; they may be being bullied; and we should be mindful that even the weather can affect their attitude. But it might just be their brain. The part of the brain that restrains impulsive action is not fully developed until we are 25 years old (Arain et al., 2013). Children are programmed to do silly things, which is part of their lifelong learning process. Without that experience, it is difficult for them to understand why appropriate behaviour is expected.