The DfE publish the result of their annual National Behaviour Survey (NBS) for the 2024/25 academic year
Good behaviour is foundational to ensuring that all children and young people can benefit from the opportunities provided by their education. The National Behaviour Survey (NBS) is an essential tool designed by the Department for Education (DfE) to monitor pupil behaviour and school culture in state-funded primary, secondary, and special schools across England.
Conducted via the DfE’s omnibus surveys—the School and College Voice (SCV) and the Parent, Pupil and Learner Voice (PPLV)—the survey collects termly data from multiple respondent groups, including school leaders, teachers, pupils, and parents. The purpose of the NBS is to allow the DfE and stakeholders to track perceptions of behaviour over time in a consistent manner, providing crucial evidence to support school staff in managing pupil behaviour and fostering a positive school environment. The 2024/25 report compiles findings from multiple survey waves that cover topics such as school policy, behaviour management, school environment, and the frequency and impact of misbehaviour.
National Behaviour Survey (NBS) 2024/25: Key Data Trends
To fully capture the shifts in the educational landscape, the NBS data can be categorized into areas showing significant improvement (Positive Trends) and metrics that highlight ongoing challenges (Areas of Concern).
Table 1: Positive Trends and Improvements (2024-2025)
These metrics show that schools have made measurable progress in establishing strong foundational elements of school culture, safety, and staff support.
| Metric | Respondent Group | Previous Result (Approx. 2024) | Current Result (May 2025) | Change | Implication |
|---|---|---|---|---|---|
| Pupil Behaviour Rated ‘Good’ or ‘Very Good’ | Teachers | 46% | 65% | +19 pp Increase | Significant perceived improvement in overall classroom conduct. |
| Pupil Behaviour Rated ‘Good’ or ‘Very Good’ | School Leaders | 72% | 88% | +16 pp Increase | Strong increase in leadership confidence regarding school climate. |
| Pupils Felt They Belonged at School | Pupils (Year 7-13) | 57% | 69% | +12 pp Increase | Strengthened protective factor for mental health and engagement. |
| Pupils Felt Safe at School | Pupils (Year 7-13) | 73% | 80% | +7 pp Increase | Improved psychological and physical safety for students. |
| Misbehaviour Interrupted Work | Pupils (Year 7-13) | 73% | 62% | -11 pp Decrease | Reduced disruption, leading to a calmer and more effective learning environment. |
| Staff Access to Behaviour Training | Teachers | 40% (May 2023) | 54% (Feb 2025) | +14 pp Increase | Higher professional confidence and better access to required support resources. |
Table 2: Areas of Concern and Persistent Challenges (2025)
These metrics highlight existing stressors and potential vulnerabilities within the school community that require continued attention.
| Metric | Respondent Group | Current Result (May 2025) | Shift vs. Prior Year | Challenge/Risk |
|---|---|---|---|---|
| Pupil Motivation to Learn | Pupils (Year 7-13) | 70% | -5 pp Decrease | Signals disengagement risk and potential underlying mental health/wellbeing issues. |
| Misbehaviour Negatively Impacts Teacher Wellbeing | Teachers | 73% | -5 pp Decrease (Still very high) | Despite a slight drop, the vast majority of teachers report high levels of professional stress due to pupil misbehaviour. |
| Average Time Lost to Misbehaviour | Teachers | 7 minutes (per 30 mins) | Consistent | A major loss of instructional time, directly contributing to teacher workload and stress. |
| Pupils Reported Being a Victim of Bullying | Pupils (Year 7-13) | 21% | -3 pp Decrease (Still high) | Despite the decrease, over one in five secondary pupils still experience bullying, a significant risk factor for mental health. |
| Pupils Perceived Calm and Orderly Environment | Pupils (All) | 57% | +3 pp Increase (Still low majority) | While slightly better, almost half of pupils still do not consistently perceive their school environment as calm and orderly. |
| Misbehaviour Negatively Impacts Leader Wellbeing | School Leaders | 57% | Consistent | High, persistent stress levels among senior leadership due to behaviour management challenges. |
There has been an increased adoption of stricter mobile phone policies:
- The proportion of primary and secondary school leaders who stated that pupils must hand in their mobile phone or leave it in a secure, inaccessible place increased to 53% (up from 46% in December 2023). This suggests a shift toward more restrictive policies following the DfE’s non-statutory guidance in 2024.
The Dual Impact: NBS Findings on School Mental Health
The 2024/25 National Behaviour Survey offers a complex but largely positive outlook on the foundational elements of mental health and wellbeing in schools. The improved sense of safety, belonging, and order reported by pupils, alongside a decrease in bullying, are strong indicators that protective factors are strengthening. A sense of belonging, in particular, is crucial for mitigating risks of anxiety and depression, and its significant rise (up to 69%) suggests that whole-school efforts to foster community are succeeding. Furthermore, the reduction in learning disruption due to misbehaviour (down to 62%) creates a more predictable environment, which is less stressful for both students and staff.
However, the findings highlight a critical area of concern: decreased pupil motivation to learn (down to 70%). While safety and belonging are up, this drop in motivation can signal deeper underlying issues, such as engagement problems, academic pressure, or emergent mental health struggles. This gap suggests that while students feel safe in the environment, they may not feel fully connected or purposeful in the learning process itself.
For staff, the data confirms that misbehaviour remains a significant stressor, with 73% of teachers reporting a negative impact on their wellbeing. The consistent loss of teaching time (7 minutes per 30) perpetuates this pressure. The good news is the clear statistical rise in teachers accessing training and feeling supported by senior leaders (up to 59%). This increase in support and confidence is the critical buffer against professional burnout.
Minimising Impact: Actions for Your Individual Setting
To capitalise on the positive trends and address the key risks (low pupil motivation and persistent staff stress), those working in education can focus on two core areas within their settings:
1. Fostering Purpose and Motivation (Pupil Focus)
Since feelings of safety are improving but motivation is falling, the focus must shift from creating safety to creating purpose.
- Promote Intrinsic Value: Teachers should explicitly link lesson content to real-world applications, future career paths, or student personal interests. For example, show them why the maths concept matters to their chosen hobby or future course of study.
- Empower Autonomy: Where possible, allow students some choice in how they demonstrate learning (e.g., choice of project format, essay topic within a theme). This sense of ownership boosts intrinsic motivation.
- Prioritise Relationships: Continue building strong, positive connections with individual students. Research consistently shows that feeling connected to a supportive teacher is a primary driver of sustained engagement. This requires time for genuine, informal interaction, even just a warm greeting.
2. Strengthening the Professional Buffer (Staff Focus)
The high percentage of staff still negatively impacted by behaviour management requires systemic support, even with increased training availability.
- Actionable Feedback & Clarity: Senior leaders should continue to reinforce the clear behaviour policies that teachers feel supported by. They should proactively seek feedback on which parts of the policy are working and, crucially, which specific administrative tasks related to behaviour (logging, follow-up) can be simplified to reduce teacher workload and stress.
- Model Self-Care: School leaders and middle managers should visibly model healthy boundaries—taking breaks, finishing on time, and protecting non-contact periods. This encourages a culture where staff feel permission to prioritize their own energy.
- Utilise New Training: For individual teachers, actively engage with the reported increase in training and support (up to 54%). View this support as a tool to improve confidence and reduce the emotional energy spent managing challenging behaviour, directly reducing personal stress.
Support for Your School: Don’t Navigate Big Changes Alone!
These NBS findings confirm that school staff are working in an environment of increasing pupil safety but persistent stress related to motivation and time lost to misbehaviour. Dealing with these nuances, understanding DfE policy shifts, and implementing effective strategies can be overwhelming if you’re operating in isolation.
That’s where AMHIE steps in.
Joining AMHIE as a member instantly connects you to essential updates on DfE policy, directly helping you Reduce Risk and Stress related to compliance and new mandates. Eliminate professional isolation by tapping into Expert Support and shared insights from colleagues, gaining the Clarity and Direction needed for best practice in behaviour management and pupil wellbeing. The free access delivers news and evidence-based resources, ensuring you stay ahead of the curve with confidence, supported by your peers.
Ready to connect with a supportive community and stay ahead of policy? Get immediate access to guidance and peer support—sign up for your AMHIE membership today!