Research School Network: Changing Culture Through Words catchy title How Does a Shared Language and Culture Set Standards for Behaviour Within Your School’s Community? A Case Study

In schools, culture is more than just a buzzword. It manifests through the micro-behaviours, language, and assumptions that shape how staff and students relate to one another. One of the most effective levers for changing that culture is developing a shared language around behaviour — something the Education Endowment Foundation’s (EEF) Behaviour in Schools Guidance Report identifies as a key principle in building consistency, clarity, and trust within a school community.

We all want to be – and work with – skilled, reflective practitioners. Staff who are trauma-informed, who engage in emotion coaching, who understand the Zones of Regulation, and who embed relational, inclusive approaches like Thrive into their daily practice. But creating the ​“perfect school” takes more than good intentions — it requires implementation that is carefully staged, context-sensitive and supported by shared understanding.

As the EEF reminds us in Section 1: Effective Professional Development, schools must tailor CPD to their specific needs and starting points. Staff are never all in the same place on their professional journey, and school culture rarely shifts because of one-off training events.

Let me tell you a story.

In the early 2000s, I joined a secondary school in special measures, serving a vibrant but vulnerable community. Morale was low. Behaviour was unpredictable. Relationships — among staff, with students, and even with parents — were strained.

One thing stood out: the language used in behaviour conversations was punitive and inconsistent. A student’s experience of sanctions depended largely on their relationship with individual staff members. There was no universal approach.

The turning point came with a simple, consistent script:
​“Thank you for your apology. I’ll see you next lesson.”

This replaced heated debriefs and arbitrary consequences with a calm, predictable response. While it seemed small, this language change laid the foundation for a seismic cultural shift.

Over time, fixed-term exclusions diminished. Permanent exclusions became almost nonexistent. Staff stress reduced. Our reputation for inclusion grew. And eventually, the school exited special measures, transformed into a centre of excellence for SEND.

This is exactly what the EEF highlights in Section 2: Implementation — sustainable change happens when behavioural approaches are embedded into the everyday routines of staff and students.

In every school I’ve led since, I’ve begun with this principle:
To change a school’s culture, change what people are allowed and expected to say to each other.
But for this to stick, language must be clearly defined. We often refer to ​“culture,” ​“climate,” ​“values,” and ​“vision” interchangeably — but unless we unite around shared definitions, the impact of those words is diluted.

Here’s how I frame it with staff:
Values: Our beliefs – the starting point of our journey
Culture: Our behaviour – how we speak, act, and listen
Climate: Our emotional environment – how it feels to be here
Vision: Our destination – where we are going and how we’ll know we’ve arrived

This clarity allows us to talk about behaviour in a meaningful, shared way. As the EEF highlights in Section 3: Improving Behaviour, the most effective strategies are often simple and consistent.

As the EEF’s framework for staff behaviour change suggests — Unite, Reflect, Engage — lasting transformation begins with shared purpose and shared language. Without a common vocabulary and understanding, behaviour policies remain abstract and inconsistently applied.

But with it?

We create schools where expectations are clear, kindness is habitual, and staff and students thrive together.