Children’s behavioural issues refer to patterns of behaviour that may be disruptive, challenging, or difficult to manage across home, school, or community settings. Behavioural problems in children can range from frequent tantrums and defiance to aggression, hyperactivity, or attention‑seeking behaviour. Understanding a child’s behaviour in context can support more age‑appropriate responses and informed decisions about support.

Who this information is for

This page is for parents, carers, caregivers, and other adults supporting children and adolescents who are experiencing behavioural challenges. It may be helpful for those concerned about behaviour problems, behavioural problems in children, or behavioral issues in children that interfere with learning, family life, or relationships.

This information is educational only and does not provide diagnosis or individual treatment advice.

What are children’s behavioural issues?

Children’s behavioural issues describe ongoing or frequent patterns of unwanted behaviour that may cause distress or interfere with daily activities. These behaviours may appear during toddlerhood, primary school, or school‑age years and can vary over time.

Examples of behavioural problems may include:

• Temper tantrums, frequent tantrums, or emotional outbursts
• Disruptive, defiant, or disobedient behaviour
• Aggression towards others or damage to property
• Hyperactivity, impulsivity, or difficulty sustaining attention
• Swearing, shouting at children or authority figures, or breaking the rules
• Attention‑seeking behaviour, whinging, or refusal to follow clear rules

Some children may misbehave occasionally, which is a normal part of development. Behavioural problems are usually considered when patterns are persistent, troublesome, or occur across multiple settings.

Behaviour, development, and learning

Children learn how to behave through experience, guidance, and development. Behaviour is closely linked to a child’s learning, communication skills, and ability to manage emotions.

Behaviour may be influenced by:

• Developmental stage and age‑appropriate expectations
• Communication abilities, including nonverbal communication
• Sensory sensitivities or physical wellbeing
• Stressors within family life, school, or social environments

For some children, behaviour difficulties may be associated with developmental differences such as autism spectrum conditions or attention difficulties.

Behavioural challenges and common terms

You may hear many terms used to describe behaviour, including:

• Behavioural challenges
• Challenging behaviours
• Negative behaviour or antisocial behaviour
• Difficult behaviour or misbehaviour
• Behavioural disorders or behavior problems

These terms describe observable behaviour rather than providing a diagnosis. A clinician, psychologist, paediatric, or GP may be involved if further assessment is considered appropriate.

Behavioural issues and conditions sometimes discussed

Some children experience behaviour patterns that are discussed alongside specific conditions. These may include:

• Attention deficit hyperactivity disorder (ADHD), which may involve hyperactivity and inattention
• Oppositional defiant disorder, where defiance and difficulty with authority figures may be observed
• Conduct disorder, which involves more persistent antisocial behaviours

Not all children with behavioural problems have a diagnosis, and children can have similar harmful behaviours for different reasons. A diagnosis of CD or other behavioural disorders is made only by a qualified clinician following appropriate assessment.

Signs and symptoms that may prompt concern

Adults may seek more information when aspects of a child’s behaviour:

• Cause distress to the child or others
• Interfere with learning or school participation
• Affect relationships at home or in primary school
• Involve frequent aggression or unsafe behaviour
• Persist despite consistent responses

Each child may present differently, and behaviour should always be understood in context.

How behaviour is commonly supported

Current approaches focus on understanding a child’s behaviour rather than relying on physical discipline or punishment alone. Children often respond best to consistent, predictable responses.

Common principles include:

• Clear rules and age‑appropriate expectations
• Immediate consequence paired with explanation
• Positive reinforcement and attention to their positive behaviour
• Supporting good behaviour rather than focusing only on misbehaviour
• Considering the child’s response to their behaviour over time

Approaches such as time‑out may be used in some situations, but are most effective when part of a broader behaviour system in your home.

Positive behaviour and learning new skills

Positive behaviour is often encouraged by noticing and reinforcing behaving well. A positive behaviour system supports children to learn appropriate alternatives to unwanted behaviour.

This may involve:

• Teaching children how to express distress safely
• Supporting communication for children who are nonverbal
• Helping children manage frustration and transitions
• Providing consistent responses across settings

Positive reinforcement can help children learn new skills and improve participation over time.

How Takes Care can assist

Some families and carers choose to explore Positive Behaviour Support (PBS) when behavioural problems are ongoing, complex, or affect multiple areas of life.

Positive Behaviour Support is an evidence‑informed approach that:

• Explores the reasons behind challenging behaviour
• Considers developmental, environmental, and emotional factors
• Focuses on positive behaviour rather than punishment
• Develops practical, individualised strategies
• Supports children aged across early childhood, school age, and adolescence

PBS is commonly provided within the National Disability Insurance Scheme (NDIS) and may involve collaboration with families, carers, schools, and other supports.

You can learn more about this service here:
https://www.takescare.com.au/services/national-disability-insurance-services/positive-behaviour-support-services

Accessing information about services does not require a commitment to treatment.

When additional support may be considered

Some people consider professional support when:

• Behaviour problems persist despite consistent strategies
• Behaviour causes distress or safety concerns
• Behaviour interferes with family life or schooling
• Guidance is needed across home and school environments

Support may involve discussion with a GP, psychologist, paediatric clinician, or other qualified health professional.

Common misconceptions

Myth: Behavioural problems mean a child is choosing to be defiant.
Fact: Behaviour is often a response to developmental, emotional, or environmental factors.

Myth: All behaviour problems require a diagnosis.
Fact: Many behaviour problems occur without a formal diagnosis or behavioural disorder.

Myth: Strict discipline alone leads to good behaviour.
Fact: Children often learn best through consistent, supportive, and age‑appropriate responses.

Next steps

Some families and carers choose to:

• Learn more about behavioural support approaches
• Discuss concerns with a GP or health professional
• Explore Positive Behaviour Support as an option

Decisions about seeking support are personal and vary depending on the child and family context.

Frequently asked questions