Behaviour and Attendance: Supporting the Adults Who Support Every Child

Mar 2, 2026

The expansion of behaviour and attendance hubs across England reflects a growing national focus on culture, consistency and pupil engagement. But behind every attendance figure and behaviour framework are people, notably children, navigating complex circumstances, parents balancing pressures at home, and teachers showing up each day determined to make a difference.

For Gary McDowell, Chief HR Officer at Findel, the conversation must begin with understanding. “Behaviour and attendance are often discussed as systems or statistics,” Gary said. “But they are fundamentally human issues. They reflect whether pupils feel safe and understood, whether families feel supported, and whether teachers feel confident and equipped.” Schools are operating in a landscape shaped by curriculum reform, funding pressure and changing social dynamics. At the same time, many pupils are returning to classrooms carrying anxiety, emotional need or disrupted routines. Attendance recovery is rarely linear, and behaviour often signals deeper challenges. “Teachers are navigating enormous complexity,” Gary explained. “They are educators, mentors and often frontline support. The emotional load can be significant.”

Gary believes sustainable improvement in behaviour and attendance starts with supporting staff. “When adults feel confident and consistent, pupils benefit,” he said. “Strong culture grows from calm leadership, clear expectations and shared language across a school.”

The new network of behaviour and attendance hubs offers valuable peer insight and practical strategies. But Gary emphasises that there is no single template. “Every school community is different,” he said. “What matters is building an environment where pupils feel that they belong, and where teachers feel supported rather than scrutinised.”

Findel’s stance is rooted in partnership. Across its family of brands, the organisation works daily with schools that are balancing pastoral care, academic ambition and resource constraints. “Being Made for Education means recognising the lived reality of school life,” Gary said. “We stand in support of the teachers who manage difficult conversations, who model resilience and who create calm spaces for learning — often under significant pressure.”

At the same time, Gary acknowledges the challenges families face. “Parents want the best for their children, but many are managing financial strain, work pressures and wellbeing concerns. Schools are often the anchor in that ecosystem.”

For Gary, behaviour and attendance improvement is ultimately about belonging. “When pupils feel connected, attendance strengthens. When teachers feel trusted and supported, consistency follows,” he concluded. “Our role is not to judge from the sidelines. It is to stand alongside schools as they do the vital work of nurturing young minds.”

Across the Findel family, that commitment remains constant: supporting the adults who support every child.