Challenging behaviour can be distressing for both the individual displaying the behaviour and those in their immediate environment. In this blog, we’ll take a look at what challenging behaviour is, why it happens, and how to respond compassionately when it occurs in the workplace.
Challenging behaviour is behaviour that is perceived as harmful to the individual displaying the behaviour or to those around them.
For people with learning disabilities or neurodivergence, it typically stems from unmet needs. If somebody’s needs are particularly complex or they struggle to communicate in other ways, it can sometimes become the only way to show others around them that they need help or are finding something challenging.
Challenging behaviour can materialise in many different ways, but as discussed in the previous section, it tends to go beyond actions that are mildly difficult to manage, instead presenting in ways that can be harmful or detrimental to the person’s quality of life.
Examples of challenging behaviour include:
Since challenging behaviour can sometimes be misunderstood, it’s important to recognise what causes it in the first place. Most commonly, challenging behaviour is caused by unmet needs. This simply means that the person behaving in a challenging way is not getting their needs met and is using learnt behaviours to communicate this to others.
The person might have unmet physiological needs, causing hunger, thirst, tiredness, or an inability to control their temperature. They may also have unmet psychological or sensory needs due to their disability or condition. For example, they may be feeling overstimulated due to their environment, struggling to be understood, or feeling anxious in the presence of someone new.
Being able to communicate needs is something that people without neurodivergence or disability may sometimes take for granted. By recognising these communication barriers in others, we can better understand challenging behaviour and deal with it more effectively.
Along with the sensory overstimulation that certain sounds, sights, smells, and noises can bring, a person’s past and present environment can impact behaviour in other ways, too. For example, if a person with a learning disability or neurodivergence enters a space that feels triggering, restrictive, unpredictable, or too demanding, it can quickly cause them to become uncomfortable or uneasy.
Likewise, if in the past, those around them have responded to their behaviour in an unhelpful way, this can encourage the person to continue that behaviour. For example, if out of frustration, someone reacts to challenging behaviour by punishing or acting impatiently, it can cause more stress or upset and make the behaviour worse.
People may also attempt to stop challenging behaviour by immediately giving in to the person’s needs, but this can be ineffective since it signals to the individual that their harmful behaviour works.
As you can see, dealing with challenging behaviour requires thought, education, and understanding. Without these things, it can allow the behaviour to continue and sometimes make it worse.
For caregivers, support workers, and loved ones, there is normally a familiar cycle that occurs when challenging behaviour takes place. This includes:
A Trigger(s): The trigger could be a single factor or a combination of the things mentioned above. The person might feel anxious in a new environment with loud noises, frustrated because they feel hunger or thirst, or upset simply because multiple needs aren’t being met.
Escalation: The escalation phase is when the individual with unmet needs starts to feel more agitated, restless, or upset. The behaviour might start to increase in intensity or become progressively more dangerous.
Crisis: The crisis phase is when the challenging behaviour reaches a peak, and it starts to deeply affect the individual and/or those around them. At this point, swift action is needed to remove harm or danger.
De-escalation: The de-escalation phase can sometimes be long and difficult. During this phase, the person’s caregivers or loved ones must try to figure out the behaviour trigger, use strategies to calm the situation, and make the person and those around them feel safe.
Although challenging behaviour is more often discussed in relation to people with learning disabilities (who may also have neurodivergence), it can be seen in neurodivergent people without learning disabilities, too.
For example, a person with autism can be non-verbal, find it challenging to communicate traditionally, feel sensitive to things in their sensory environment, and find a lack of routine overwhelming. All of these things can lead to challenging behaviour, even if the behaviour displayed isn’t always the same as the behaviour seen in those with learning disabilities or Profound and Multiple Learning Disabilities.
According to research, around 40% of individuals with Autism Spectrum Disorder (ASD) have shown both aggression and harmful behaviour towards themselves. This behaviour has been shown to vary in length, duration, and severity depending on the individual and where they lie on the autism spectrum.
Even if you aren’t a trained professional, if you directly witness or experience challenging behaviour, it’s vital to try to approach it with compassion.
Although the behaviour may sometimes be distressing or inappropriate, it’s important to remember that it normally stems from an unmet need that isn’t being communicated through other means. Deep down, the person may feel upset, frustrated, or overwhelmed. Recognising this can help you to become calmer and more rational when reacting or responding.
If an employee is displaying challenging behaviour in the workplace, it’s important to:
Recognise They May Have Unmet Needs: Take time to understand what may be causing distress or frustration. Could it be sensory sensitivity, difficulty with communication, or an unaddressed stressor? Identifying the root cause is the first step toward providing meaningful support.
Adapt Their Environment: Small changes can make a big difference. Consider reducing sensory triggers, offering assistive technology, or allowing flexible work arrangements to better suit their needs.
Access Resources Online: Organisations like Mencap provide excellent guidance on supporting neurodivergent employees and individuals with learning disabilities in the workplace. Offering access to these resources and training opportunities can create a more informed and empathetic work culture.
Educate Other Staff Members: Since challenging behaviour can have a big impact on everyone, it’s important that all staff understand what it is and why it happens. Focus on hosting workshops and discussions about challenging behaviour to help staff respond appropriately and create a more inclusive workplace.
Offer 1:1 Support: At work, people with learning disabilities may have support workers or caseworkers who work alongside them and help them to navigate their responsibilities. However, for people with other types of neurodivergence, this may not be the case. Help to support them by assigning a member of staff to sit with them or intervene if they feel overwhelmed. Having someone who understands their needs and knows how to respond can provide a sense of comfort and help to de-escalate challenges when they arise.
Remember: challenging behaviour is usually the consequence of an unmet need. The more we raise awareness about it and encourage people to show compassion, the more we can prevent misunderstanding and help those with these behaviours to feel understood and manage their feelings safely.
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