S03E04 – Dr. Ross W. Greene: The Unsolved Problems Behind Behaviour

What if challenging behaviour isn’t about a child choosing not to do well—but about not yet having the skills to do well? In this episode of Leading Voices in Education, we’re joined by Dr. Ross W. Greene, clinical psychologist and creator of the Collaborative & Proactive Solutions (CPS) approach. Ross challenges us to rethink how we understand challenging behaviour and, perhaps more importantly, how we respond to it. Rather than focusing primarily on changing behaviour through rewards, consequences, or punishment, CPS asks us to look underneath the behaviour: What skills are getting in the way, and what unsolved problems is the child struggling with? The conversation offers educators a powerful shift in perspective—from “How do I get this student to behave?” to "What is making it difficult for this student to meet this expectation, and how can we solve that problem together?” Key takeaways: Kids do well if they can. Challenging behaviour can be understood as a signal that a child is struggling with certain skills or expectations—not simply a lack of motivation. Look beyond the behaviour. Instead of focusing only on what a student is doing, identify the specific unsolved problem behind the behaviour. Solve problems, rather than simply modify behaviour. The CPS approach emphasizes addressing the underlying problem rather than relying primarily on adult-imposed consequences. Collaboration matters. Students are active participants in solving the problems that affect them. The goal is to find solutions that address both the student's concerns and the adult's concerns. Be proactive, not reactive. Many challenging situations are predictable. Identifying unsolved problems ahead of time creates opportunities to work through them before behaviour escalates. Change the lens. Perhaps the biggest takeaway is the shift from asking “What’s wrong with this student?” to asking “What’s getting in the way?” This is a conversation that challenges some of our most deeply held assumptions about behaviour, discipline, and student support—and gives educators a different lens for understanding the students who may need us to look a little deeper.