GUIDING CHALLENGING BEHAVIOUR IN EDUCATION & CARE - THROUGH THE CULTURAL & BILINGUAL LENS

Sometimes behaviour is communication.
Children who are not fluent in English and are unable to express themselves (or be understood) may communicate their frustration by exhibiting what appears to be challenging behaviour They may simply require someone to connect with, help them co-regulate, communicate, understand & be understood in the language they are most familiar with.

Many of our Bilingual Educators at Diversity Kids help guide challenging behaviour ‘in language’ and during the process discover that certain behaviours are due to limited English which stifles effective communication for some children.
Our Bilingual Educators can help Education & Care Services  support the transition and settling in of children who are not fluent in English and help unpack children's behaviour by looking at behaviour  through a cultural & bilingual (or multilingual) lens.

Below are some tips, tools & strategies our Bilingual Educators find useful when supporting challenging behaviour in children who are not fluent in English:

1. Co-regulate first (stay calm):
In a busy education & care setting, your calm voice and body help settle the child’s nervous system.
For bilingual (or multilingual) children, regulation is even harder when language is limited. Their environment may be unfamiliar, communication is not meaningful —your calm matters more than words.
Consider using calming words or key words in the child's home language to support co-regulation.
EYLF Outcome 3: Children have a strong sense of well being. They feel culturally safe, secure, included and supported.

2. Acknowledge feelings in the child's home language:
Identify & name the emotion simply: “You’re angry.”
Encourage the use of home language: “You can tell me in Arabic/Greek too.” This helps build emotional expression & connection. Your Bilingual Educators can support this or consider applying for Bilingual/Bicultural Support Workers through Diversity Kids.
www.diversitykids.com.au/uploads/1/1/4/3/114340361/in_my_language_inclusion_support_.pdf
EYLF Outcome 1 & 5: Children have a strong sense of identity and children are effective communicators.

3. Be physically present:
Get down to child's level, make eye contact, reduce background noise.
For dual or multiple language learners, visual cues (gestures, facial expressions) help support communication, facilitate understanding & cultural safety. Offer bilingual programs & resources.
EYLF Outcome 5: Children are effective communicators.

4. Use simple, consistent language + visuals:
Use short phrases + gestures: “Hands gentle” (model it). 
Add visual supports - including multicultural/multilingual (pictures, key word signs, routines charts).
Diversity Kids have translated key child care word packs in 32 different languages. See links to resources below.
Translated Key Child Care Words
Multicultural/Translated Communication Visuals
EYLF Outcome 4 & 5: Children are confident & involved learners  and children are effective communicators.

5. Set clear, firm boundaries:
“Please don't hit. Hitting hurts.”
Use the same wording consistently—this helps children learning English predict meaning.
EYLF Outcome 3: Children have a strong sense of wellbeing (and cultural safety).

6. Direct the child & offer meaningful choices:
“Blocks or painting?”
For bilingual/multilingual children show the options physically if language is a barrier. Use your Bilingual Educators or access a Bilingual Educator/Bicultural Worker through Diversity Kids to support meaningful participation and help guide challenging behaviour in the child's home language. 
EYLF Outcome 1: Children have a strong sense of identity (agency and independence!).

7. Guide the child around the replacement skill:
Don’t just stop behaviour—teach the child what to do next.
“Say ‘stop’,” “wait,” “help please.”
Model in both English and the child’s home language where possible.
EYLF Outcome 4: Children are confident and involved learners (and learn through guided participation).

8. Use intentional positive reinforcement:
Be specific: “Well done. You used gentle hands with your friend.”
Pair words with gestures or visuals for understanding. Communicate your messages guiding their behaviour in their home language.
EYLF Outcome 3 & 4: Children have a strong sense of wellbeing and are confident & involved learners.

9. Reflect and repair (after calm):
Short, simple reflection:
“You were angry. Next time, what can we do when you feel this way?”
Use drawing, role play, or storytelling for children with limited English. Even better, access a Bilingual Educator to support you throughout the process of removing the child's barriers to inclusion due to limited English and guiding & managing any challenging behaviour.
EYLF Outcome 2 & 5: Children are connected with & contribute to their world and are effective communicators.

10. Partner with families & consult with them about cultural practices pertaining to challenging behaviour:
Ask families what words do they use at home for emotions? What helps their child calm down? 
Building consistency across home language and English builds security and reduces behaviour.
Work with families to unpack & manage challenging behaviour in a cultural context and use home language cues & multilingual resources.
EYLF Outcome 1 & 2: Children have a strong sense of identity (and belonging!) and are connected with and contribute to their world.

Often, challenging behaviour shows up in the form of a language/communication barrier and a child's inability to express themselves or be understood. 
When we support communication for ALL children —including those who are not fluent in English and provide meaningful resources & support in their home language, we help unpack what contributes to their challenging behaviour, we help reduce  frustration, facilitate inclusion & belonging and honour cultural safety.