The Use of Timeout in Mainstream Schools: What We Need to Consider

For many years, timeout has been a go-to strategy in schools when children display inappropriate behaviour. The idea is simple: remove the child from the situation so the behaviour is less likely to happen again. But does it really work?

When we look more closely, especially through the lens of behavioural science, we see that timeout often doesn’t address the reason behind the behaviour – and sometimes, it can even make things worse.

The Four Functions of Behaviour

All behaviour happens for a reason (even if we sometimes can't see why). In behavioural science, we understand behaviour through four main functions:

1. Escape/Avoidance – to get away from or avoid something (e.g., a task, an environment, or a demand).

2. Attention – to gain attention from adults or peers.

3. Access to Tangibles – to obtain something desirable (e.g., toys, food, resources).

4. Automatic/Sensory – because the behaviour itself feels good or helps regulate sensory needs.

When a child shows challenging or inappropriate behaviour, it’s not random – it’s serving one (or more) of these functions.

Why Timeout Can Reinforce Inappropriate Behaviour

Let’s take the escape function as an example. Imagine a child is given a maths worksheet. The task is too difficult – perhaps they are still learning single-digit addition, but the worksheet requires double-digit addition. Understandably, the child feels frustrated. They may shout out, push the work away, or show other inappropriate behaviour.

If the adult responds by giving a timeout (removing the work or the child from the class), the child has effectively learned: “If I don’t want to do this task, I just need to behave in this way and I’ll escape it.”

In this case, timeout is not reducing the behaviour – it’s reinforcing it. The child will keep using the inappropriate behaviour to avoid difficult or overwhelming tasks.

The same is true for children with sensory differences. If a classroom is too noisy and a child reacts by covering their ears, shouting, or leaving their seat, sending them out for a timeout confirms that “behaving like this gets me out of the noise.” Again, the behaviour has been reinforced.

What to Do Instead

Instead of using timeout as a blanket response, schools can make small but powerful changes:

• Assess the trigger: What is the child trying to escape from? Is the task too difficult? Is the environment too overwhelming?

• Adjust the task: Pitch the work at the child’s level. Success builds confidence and motivation. If a child hasn’t mastered single-digit addition, it’s unrealistic to expect them to complete double-digit addition independently.

• Support sensory needs: Provide tools like noise-cancelling headphones, quiet workspaces, or sensory breaks for children who find the classroom environment overwhelming.

• Teach replacement behaviours: Instead of shouting or leaving the room, a child could be taught to use a break card or movement card or help card. This allows them to communicate their need for a pause appropriately, without resorting to disruptive behaviour.

  
  

Key Takeaway

Timeout doesn’t always address the root of behaviour. When we understand the function behind a child’s actions, we can make thoughtful changes that prevent inappropriate behaviour, support the child’s needs, and teach them more effective ways to cope.

At Adapt Behaviour, we believe behaviour is communication – and by listening carefully, we can create classrooms where every child has the chance to succeed.