Roots and fruits

What is it?

The 'Roots and Fruits' analysis tool can help understand the feelings and experiences that may be underpinning a child or young person's behaviour.

Why is this area of work important?

The purpose of the roots and fruits exercise is to better understand behaviour. Roots and fruits help identify the underlying causes of a child or young person's behaviour by examining their needs and experiences.

Through the roots and fruits process, planned provision and support can be devised to help a child or young person feel more comfortable and therefore be able to behave more positively.

How it works?

• Roots: Represent the underlying factors influencing behaviour (e.g., past experiences, unmet needs, emotions).
• Fruits: Represent the visible behaviours (e.g., actions, reactions).

You will need to know this information

• Identify the fruits: Observe and note the child or young person's visible behaviours.
• Explore the roots: Consider what might be causing these behaviours. 
• Consider past experiences: What has the child or young person experienced?
• Identify unmet needs: Are there any needs not being met (e.g., emotional, physical)?
• Understand the emotions: What feelings might the child or young person be experiencing?

How to complete

1.  Negative experiences

Starting on the left-hand side of the tree, begin by completing the 'Negative Experiences' section: What experiences has the child or young person had in school? What personal/health, family or community experiences have they had? Consider past as well as current experiences. It could also be useful to consider risk factors from DfE Mental health and behaviour in schools' guidance. 

2.  Uncomfortable feelings

Next complete the 'Uncomfortable Feelings' section of the tree: What feelings are likely to underpin the behaviours you are seeing? Based on observations and communication with the child or young person, note down the feelings that they may be experiencing e.g., loneliness, rejection, anxiety, confusion, etc.

3.  Behaviours that challenge or harm

Complete the 'Behaviours that Challenge or Harm' section of the tree.  What behaviours could be expected to result from the child or young person's life experiences? Ensure behaviours are described factually and clearly such as running inside the school building, throwing pencils, putting equipment in mouth, kicking staff, going under the table, hiding in the toilets, etc. Avoid generic terms such as disruptive or defiant as these are not specific enough to be able to form a plan from the roots and fruits work.

4.  Positive behaviours

Now moving over to the right-hand side of the tree, complete the 'Positive Behaviours' section. Choose one of the behaviours that challenges or harms and consider an alternative behaviour. This behaviour needs to be small, measurable, achievable, and realistic for the individual child or young person. Focus on 1 or 2 behaviours to begin with e.g., walking whilst in the corridor, staying at workstation for 5 mins, leaving the playground when asked, etc.

5.  Comfortable feelings

Complete the 'Comfortable Feelings' section of the tree: How will the child or young person need to feel to be able to display the positive behaviours you have listed above? e.g., involved, safe, needed, motivated, happy, etc.

6.  Positive experiences

Finally, complete the 'Positive Experiences' section of the tree: Explore strategies to meet the child or young person's unmet needs. What experiences/support will the child or young person need to have to experience positive feelings in school? For example, use positive language, encouraging and supportive language in your scripts, plan for the child or young person to spend time with an emotionally available adult, plan in movement breaks and create sensory diets to meet needs. Review listed protective factors within the DfE Mental health and behaviour in schools' guidance and consider their impact on the child or young person.

What support is available?

Norfolk Steps

• Norfolk Steps provides training and resources to help schools and settings with early intervention and prevention strategies to support positive behaviour. In addition, Norfolk Steps provide behaviour management techniques to respond to behaviours that challenge and/or harm.  
• The Norfolk Steps team has also developed a Behaviour Toolkit which includes further guidance on how to create a Behaviour Support Plan along with example plans, behaviour trackers and other guidance.

Trauma Informed Schools

Norfolk Steps principles and exercises align with Trauma Informed practices. Trauma Informed Schools provides further information.

Whole School SEND

Whole School SEND have developed a series of free online CPD units designed to support those who work with children and young people in schools and settings to deliver an inclusive experience for every learner. Modules of specific note are: 

• Unit 1: Creating an emotionally safe environment 
• Unit 2: Creating a socially safe environment 
• Unit 3: Creating a physically safe environment 
• Unit 8: Understanding behaviour as communication 
• Unit 9: Promoting mental wellbeing in your setting 
• Unit 12: Supporting sensory differences in the learning environment 

Key contacts 

If you would like some talk to a member of our team for additional support and guidance, then please contact us on 0333 313 7165.