Promoting positive behaviour for pupils with Down syndrome in primary schools

Supporting listening times 

Pupils with Down syndrome often find listening times particularly demanding. Hearing loss, challenges with verbal short‑term memory and difficulties processing spoken information mean that verbal inputs can be one of the most challenging times. This is often when we see behaviours that show the pupil is not engaged e.g., fiddling, wandering, or attempts to engage peers instead of focusing on the teacher. Planning for these moments is essential; here is what you can do: 

• Reduce the amount of spoken information, avoid additional adults talking at the same time as the teacher. 
• Use additional adult support to model and provide visuals alongside the verbal input.
• Ensure the pupil can see the teacher and any visual information clearly. 

These small adjustments will help pupils to stay engaged from the very start of the lesson. 

Making lessons accessible  

When activities are accessible and achievable, pupils are far more likely to stay focused and feel successful. A task that is too difficult can lead to frustration or avoidance, while a task that is too easy may encourage off‑task behaviour.  

Setting clear, manageable targets, including subject‑specific goals, helps everyone understand what the pupil is working towards and how progress will be measured. 

Fostering independence  

When a pupil relies heavily on adult support, they can become overwhelmed by constant verbal prompts. Building independence, even in small steps, can reduce pressure and boosts confidence. You can encourage independence by: 

• Supporting the pupil to complete part of a task alone. 
• Using familiar revision activities. 
• Practising routines such as putting up a hand when finished. 

Over time, these moments of independence can help reduce behaviours linked to frustration or fatigue. 

Supporting effective communication  

Communication support is another vital part of promoting positive behaviour. Many pupils with Down syndrome have strong social motivation: they want to interact, chat, and be part of what’s happening around them. But speech and language difficulties can make it hard to start conversations or join in with peers.  

Without support, the pupil may quickly learn less helpful ways of getting attention, such as knocking items off the table or interrupting others. Visual supports like vocabulary mats, picture cards, or simple sentence starters can give pupils the tools they need to communicate successfully.  

These supports are just as important during unstructured times like break and lunch, when social demands are higher and routines are less predictable. 

Teaching replacement behaviours  

When challenges do arise, teaching replacement behaviours is key. Instead of simply telling a pupil what not to do, we show them what to do instead. For example, if a pupil pushes others to start a conversation, we teach them how to ask a friend to play or share some pictures (e.g., topic vocabulary, interest pictures of their diary). Or if the pupil avoids a task because they are unsure or fear getting it wrong, start with familiar confidence building activities and build in opportunities for success and reassurance.  

A final note 

Positive behaviour grows from clarity, connection, and confidence. With the right strategies in place, pupils with Down syndrome can participate more fully, build stronger relationships, and enjoy greater independence throughout the school day. 

If you’d like more practical training and support, our Primary Education Programme brings everything together to help you create a positive and effective learning environment for pupils with Down syndrome.