PACE Schools Blog Series: Part Four
In every classroom, there are moments when tension rises—voices get louder, pupils push back, or a child suddenly shuts down. In these moments, it’s tempting to react quickly with correction or control. But often, what pupils need most is not a lecture or a sanction—it’s a sense of being understood.
That’s where using curiosity in the classroom comes in.
(If you’re just joining us, start with why PACE Schools are so effective in Part ONE)
Within Dan Hughes’ PACE approach, Curiosity is about gently wondering with a child rather than making assumptions about them. Instead of saying, “You’re being disruptive again,” we pause and invite exploration:
“I wonder what’s feeling tricky for you right now?”
“I’m curious about what made that feel so hard.”
This shift in tone lowers defences, invites dialogue, and communicates to pupils: You are worth understanding.
For children with trauma or attachment difficulties, this is a powerful antidote to the shame and rejection they may be used to experiencing.
When we use curiosity instead of confrontation, several things happen:
🛡️ Defences go down — Pupils feel less attacked and more open to engage.
🤝 Relationships strengthen — Being “wondered about” builds trust and connection.
🧠 Self-awareness grows — Pupils start to recognise and name their feelings.
🌱 Learning reopens — Once the emotional storm has passed, pupils are better able to re-engage with tasks.
In this way, curiosity becomes not just a behaviour management tool, but a relationship-building strategy rooted in trauma-informed classroom practice.
Using curiosity in the classroom doesn’t mean interrogating pupils or demanding explanations. It’s about adopting a calm, wondering stance that leaves room for the child’s experience. Some practical strategies include:
Start with “I wonder…” — A softer invitation than “Why did you…?”
Notice without judgement — “I see your fists are tight. I wonder if you’re feeling angry?”
Stay calm and neutral — Curiosity only works when it’s genuine and free of sarcasm.
Use curiosity after incidents too — “I wonder what might help next time you feel that angry.”
These approaches show pupils that their feelings and actions make sense in context, even if they need help expressing them safely.
When pupils experience curiosity rather than criticism, they learn that relationships can be safe, respectful, and supportive. Over time, this helps children internalise self-reflection, emotional regulation, and healthier ways of relating to others.
For teachers and support staff, adopting this mindset transforms tense encounters into opportunities for growth and connection.
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