Hello friend!
I hope you had a Merry Christmas and a Happy New Year.
Now it’s time to take down the tree, pack away the Christmas jumpers and get back to work.
In this newsletter, I want to explore four major cultural shifts happening outside school walls — and how they are subtly shaping behaviour, engagement, and leadership challenges inside our classrooms.
Pop quiz hotshot:
Since you started teaching, would you say your students' behaviour has become more disruptive and extreme?
Absolutely. You’re not alone.
Friend, I’ve been doing consultancy for six years, and this is the cry of schools and learning institutions up and down the country.
But these things are not starting from the playgrounds. This behaviour represents the massive cultural shifts that have been happening over the last couple of years, and it’s sure to accelerate.
But don’t despair.
If we understand our students better, we lead better. But if we pretend these things ain't happening, we’re building a rod for our own backs.
Friend, I know some people might read this and think “What a load of tosh! Students have to behave, and that’s that!”
But what I would say is this:
“These children are growing up in unprecedented times – you don’t think this doesn’t impact their behaviour?”
Young people in 2026 are growing up amid:
• economic uncertainty
• accelerating technology
• increasing unemployment
• changing ideas of work, success and authority
For children with SEN and SEMH needs, these pressures are felt more severely.
While we can’t stop all the craziness, we can certainly help soothe and guide our students.
Most educators struggle with this because they still look at behaviour through a 2010 lens of:
• “They just need routines”
• “They need higher expectations”
• “They need consequences”
But the context has shifted faster than these assumptions.
Whether we like it or not, educators in 2026 will need to be equipped to provide emotional first aid and cultural awareness to their practice. There’s no other way around it.
What this piece will help you think about is:
• Why emotional dysregulation is increasing, even in younger pupils
• Why traditional aspirations no longer motivate many students
• How AI is quietly changing how children seek comfort and support
Now, let’s dive in.
1: Young people’s mental health is still in the gutter.
According to the mental health charity Mind, one in five young people aged between 8 – 25 experience probable mental health problems. Some commentators say that this could increase to one in three1.
UK data is clear: more children are arriving at school with heightened anxiety, low mood and emotional overwhelm.
Especially for our SEN/SEMH pupils, this can show up as control-seeking behaviour, withdrawal or explosive reactions.
What this looks like in practice
Some children who previously “just struggled with focus” now have meltdowns over minor changes. Others become hyper-vigilant, scanning for danger and verbally treating you like Tyson Fury's punching bag.
One of the toughest shifts that we have to make is to see behaviour as communication rather than defiance. When we do that we can shift from:
“What rule was broken?” to “What’s the emotional climate of my class today?”
What we need to ask ourselves is how can we make sure the learning environment supports successful regulation.
Are our classrooms:
• safe?
• calming?
• Have clear boundaries and procedures?
Doing this is 50% of the battle and always the best place to start.
2: The cost-of-living crisis is making our students anxious
According to the Child Poverty Action Group, in 2024, a record 4.5 million children slipped below the poverty line, with this trend set to continue2.
Many children are absorbing financial stress second-hand:
Parental anxiety over finances, reduced working opportunities, and a sluggish economy have squeezed the majority of UK households.
Financial pressures increase household tensions, and this uncertainty makes the children feel unsafe. This creates chronic background stress, which impairs attention, working memory and emotional regulation.
What this looks like in practice
A pupil appears disengaged, tired or irritable.
Not because they don’t care — but because their brain is prioritising survival over Pythagoras' famous theorem.
This is a tricky subject to address, especially for educators working in impoverished environments. You can’t help your students out of their sub-standard housing or fill up their Monzo accounts.
But what you can do is create predictability, safety and relational consistency — the things stressed nervous systems need most.
Teachers who recognise this stop personalising disengagement and focus on sharpening their practical psychology skills.
3: Many young people no longer believe traditional pathways are “for them”
According to Fortune Magazine in 2024 a whopping 62% of Gen Z’ers (young people aged between 16-25) have considered starting a business. This is historically higher than many of the previous generations3.
A growing number of students, especially those who are not academically inclined, feel that the promise of “go to school, get a good degree and a good job” is broken.
Amid the cost-of-living crisis, a nearly impossible-to-enter housing market, and rising inflation, young people are sceptical that the traditional career path will help them.
What this looks like in practice
For older students, be prepared to face increased apathy and disengagement in the classroom.
You might hear:
• “What’s the point?”
• “School doesn’t help people who look like me”
• “I’ll figure my own thing out”
Additionally, new career paths such as streaming, social media marketing, and influencer work might seem appealing to them.
Our job is NOT to browbeat them into following traditional career paths' at all costs.' The global workforce is changing before our very eyes, and who knows what jobs will remain after the AI revolution?
Our job is to:
• Remain curious
• Teach them critical thinking skills
• Show them how their education can help them reach their dreams rather than hinder them
I believe that as AI becomes more prevalent in the classroom, teachers will shift from giving instructions to serving as emotional coaches to ensure young people can engage with the work.
The real magic of great teaching isn’t the delivery of the curriculum. It’s our ability to give meaning to what they are learning.
Most kids will forget what you taught them. But they will never forget how you made them feel. Your goodwill and enthusiasm alone can help them reach academic heights they didn’t think possible. Lean on that.
4: AI chatbots are becoming your students’ best friends
According to The Guardian newspaper, around 40% of 13-17-year-olds used AI for mental health support.
I’ve already written another piece about the rise of chatbots, and it’s a little scary.
These young people use AI:
• to ask questions they’re embarrassed to ask adults
• to rehearse social interactions
• to seek reassurance or advice
This is not a critique of parents and carers; some social networking sites, such as Snapchat, have this built into the app.
This is just a sign of the times.
What this looks like in practice
Students may reference AI explanations or guidance.
Some may trust digital feedback more than human feedback — because it feels neutral and non-judgemental.
The opportunity here is relational:
Schools can help pupils learn when to use tools — and when to seek humans. We can’t pretend this AI wave isn't coming. A complete ban on the technology is counterproductive. We must attune ourselves to our young people’s needs and help their parents and carers do the same to reduce the need to talk to Skynet.
Until Arnie's T-800 rocks up in our classrooms, I have no doubt that teachers will remain as vital as ever to our kids' education and well-being.
If you are still stuck on how to help your people then don’t worry I have your back.
In future newsletters, I’ll cover the specific strategies to engage your tech-savvy kids and look damn good while doing it.
That’s all for today.
The next newsletter comes out on Thursday 22nd January 2026.
Until then, take care.
Karl
REFERENCES
- https://www.mind.org.uk/about-us/our-policy-work/the-big-mental-health-report/
- https://cpag.org.uk/news/child-poverty-statistics-new-record-high-and-further-breakdowns
- https://www.forbes.com/sites/markcperna/2024/06/18/gen-z-thriving-entrepreneurship/
- https://www.theguardian.com/technology/2025/dec/09/teenagers-ai-chatbots-mental-health-support
