Emotions Unspoken: Why Behaviour Challenges Persist in Classrooms
Revealing the Overlooked Role of Alexithymia in Education
A recent EdWeek article highlights what many educators have known for years: managing student behaviour and maintaining discipline are among the most significant challenges teachers face in the classroom. It’s a daily struggle that often feels insurmountable, particularly in systems where support is patchy at best and non-existent at worst. The disconnect between the experiences of classroom teachers and the priorities of administrators becomes glaringly obvious when we examine the data—those furthest removed from the classroom are the least likely to see behaviour as a pressing concern. This chasm in perspective not only isolates teachers but also perpetuates a cycle of frustration and burnout, leaving educators grappling with challenges they are unprepared to address.
Among these challenges, one factor remains almost entirely absent from the conversation: alexithymia. Often described as “emotional blindness,” alexithymia is characterised by difficulties in recognising, sourcing, expressing, and processing emotions. Though it’s more commonly associated with neurodivergent individuals, research from around the world shows that it affects 10 to 35% of the general population, depending on the study. Despite its prevalence, the word “alexithymia” never appeared in my teacher training, nor was it mentioned in the professional development sessions during my internship. Yet, as an autistic and alexithymic person myself, I knew first-hand how this trait could confound interactions, disrupt group dynamics, and exacerbate misunderstandings in high-energy environments like classrooms. The omission of alexithymia from teacher preparation is not just a minor oversight; it’s a fundamental flaw that leaves teachers unprepared to understand and address the root causes of many behaviours they encounter.
The consequences of this oversight are far-reaching. Teachers are essentially set up to fail when they are handed behavioural strategies that address surface-level symptoms without examining the emotional and neurological factors driving them. Alexithymia, with its profound impact on how emotions are processed and expressed, is one such factor that has been glaringly overlooked. This omission is emblematic of a broader failure to equip educators with the tools and knowledge they need to navigate the complexities of today’s classrooms. If we are serious about addressing the behavioural challenges noted in the EdWeek article, we must expand the scope of teacher training to include insights into alexithymia and its profound implications for both students and teachers. Without this, we will continue to send teachers into classrooms ill-prepared to meet the needs of their students, perpetuating a system that prioritises quick fixes over meaningful understanding.
Alexithymia: An Overview
Alexithymia is a neuropsychological phenomenon characterised by profound difficulties in recognising, sourcing, describing, and managing emotions. Unlike the occasional struggle many of us have in naming our feelings, alexithymia creates a persistent disconnect between emotional states and the ability to identify or articulate them. This trait doesn’t only affect how individuals understand their own emotions but also impacts how they interpret and respond to the emotions of others. For those with alexithymia, interpersonal and attachment challenges are common, as emotional cues—both internal and external—are often missed or misinterpreted. This can result in strained relationships, misunderstandings, and an increased likelihood of social isolation.
The prevalence of alexithymia is far higher than many realise, extending well beyond the neurodivergent populations with which it is often associated. Whilst alexithymia is overrepresented in autistic and traumatised individuals, studies of the general population suggest it affects between 10% and 35% of people. For instance, Finnish research found a prevalence of 13% overall, with higher rates among men than women. Similarly, studies in Germany and other countries report prevalence rates of around 10% in the general population. These figures suggest that in any given classroom, there are likely to be multiple students who experience varying degrees of alexithymia. Yet, despite its frequency, it remains largely unrecognised and unaddressed in educational contexts.
In classrooms, the impact of alexithymia is often seen but rarely understood. Behaviours linked to alexithymia can range from emotional outbursts to apparent withdrawal or apathy, all of which may be misinterpreted by teachers and peers. A student with alexithymia may struggle to explain why they are upset or frustrated, often resorting to behaviours that seem, to the untrained observer, to come “out of nowhere.” This inability to recognise or source the emotional triggers of their behaviours means traditional behavioural interventions, such as Applied Behaviour Analysis (ABA) or Functional Behaviour Assessments (FBA), frequently fail to address the root causes. Without the ability to identify the emotional antecedents of their actions, students with alexithymia cannot respond in the expected way to reinforcement or correction, leaving teachers confused and interventions ineffective.
This misunderstanding has profound implications for classroom management. Behaviours stemming from alexithymia are often mistaken for defiance, laziness, or even a lack of empathy. A student may refuse to engage in an activity, not out of oppositional behaviour but because they feel overwhelmed and cannot articulate their discomfort. Similarly, what appears to be apathy may be the result of emotional shutdown, as the student lacks the tools to process their internal state. Without recognising these underlying causes, teachers may inadvertently escalate situations or miss opportunities to provide meaningful support.
The ripple effects of this are far-reaching. Misunderstood behaviours disrupt classroom dynamics, strain teacher-student relationships, and can even lead to punitive measures that exacerbate the challenges faced by students with alexithymia. By failing to acknowledge and accommodate this trait, schools leave a significant portion of the student population underserved, perpetuating cycles of frustration and disengagement. Recognising alexithymia as a factor in classroom behaviour is not only a step toward better management but also a necessary shift in how we understand and support the diverse emotional needs of all learners.
The Disconnect: Teacher Preparation and Training
During my teacher training, I noticed a glaring omission: alexithymia, its impact on classroom dynamics, and its relationship to student behaviours were never mentioned. As an autistic alexithymic person, this oversight was both frustrating and disheartening, particularly as the sessions on “classroom management” and “behaviours” felt rooted in outdated, colonial notions of control. The language was steeped in dominance-submission paradigms, with teachers positioned as disciplinarians tasked with “managing” students, rather than as members of a community and facilitators of understanding and growth. The tools we were given seemed abstract and disconnected from the lived realities of classrooms, particularly in Title 1 schools where systemic inequities and trauma add layers of complexity to already diverse student populations. The curriculum often felt like it had been designed by someone who had never taught in an actual classroom—or, worse, had never even set foot in one.
This disconnection left me and many of my peers feeling unprepared. The professional development (PD) offered later did little to address the gaps, instead recycling the same tired approaches with little focus on root causes. Behaviours that stem from complex neurological and emotional factors, such as alexithymia, trauma, or neurodivergence, were ignored in favour of superficial fixes and “routines” aimed at compliance. The frustration of trying to implement ineffective strategies whilst knowing there was a deeper issue at play was one of the many reasons I wrote No Place for Autism?. I wanted to create the book I had needed during my own training—one that addressed neurodivergence and the systemic barriers that perpetuate misunderstandings in education. Thanks to my publisher, it’s now available worldwide in accessible formats, filling a critical gap for educators and neurodivergent individuals alike.
What struck me most, however, was how systemic this oversight is. The EdWeek article itself, whilst identifying “behaviour management” as a significant concern, inadvertently highlights the root of the problem. Their solution—better training and PD—is flawed because it ignores the role their own sponsors and chosen vendors play in perpetuating the issue. These vendors supply colleges and districts with the very frameworks and curricula that are failing teachers, offering superficial analyses of data without asking deeper questions. Why are these behaviours happening? What are the emotional or neurological roots? Without interrogating the why, they simply repackage the same ineffective strategies, ensuring the cycle continues.
The current regime reflects the age-old British mindset that “children should be seen and not heard,” prioritising order over understanding. This is why many Social Emotional Learning (SEL) programmes, despite their good intentions, fail to gain traction. They are layered onto a foundation that lacks meaningful relationship-building, leaving teachers without the tools to connect with their students in a way that fosters genuine growth. As an autistic alexithymic teacher with neurodivergent children, I see this gap clearly. It’s not just about what’s missing—it’s about the systemic refusal to ask deeper questions or embrace solutions that challenge entrenched norms. Until we address the root causes and move beyond surface-level fixes, we’ll continue to leave both teachers and students ill-served by the system.
Evidence from Research: Alexithymia in the General Population
Research into alexithymia has consistently demonstrated its prevalence across general populations, offering valuable insights into a phenomenon that is often misunderstood or entirely overlooked in education. Key studies from the past few decades highlight its widespread impact, with rates varying depending on the population studied and the methods used. Franz et al. (2007), for instance, found that approximately 10% of the German population scored above the threshold for alexithymia on the Toronto Alexithymia Scale (TAS-20). Similarly, Salminen et al. (1999) reported a prevalence of 13% in Finland, with men showing higher rates than women. These findings align with Joukamaa et al. (2007), who noted similar prevalence levels among adolescents in Finland. These studies reveal a consistent presence of alexithymia across age groups and demographics, particularly in Global North contexts.
The data suggests that alexithymia is not confined to neurodivergent populations; it is present across diverse groups, often intersecting with broader societal and structural factors. The “Global North problem” of alexithymia appears linked, at least in part, to the hierarchical structures embedded in schooling systems. In many of these contexts, the teacher is positioned over the student, functioning more as a manager of behaviour than as a community participant guiding growth. This dynamic mirrors broader cultural norms that often devalue emotional expression, further complicating the experience of those with alexithymia. Students are expected to regulate their emotions in line with institutional norms that prioritise compliance, yet these systems fail to provide the tools or support necessary for those who struggle with emotional recognition or expression.
For educators, this oversight has profound implications. Research indicates that alexithymia affects a significant percentage of students, well beyond those with autism or ADHD, where it is often assumed to be most prevalent. In any given classroom, there may be multiple students who struggle to recognise or articulate their emotions, leading to behaviours that are easily misinterpreted. Emotional outbursts, withdrawal, and perceived defiance can all stem from alexithymia, yet traditional disciplinary approaches often exacerbate these challenges. Without understanding the emotional barriers these students face, educators risk punishing or isolating them, rather than addressing the root causes of their behaviours.
Addressing alexithymia within “general education contexts” requires a shift in both perspective and practice. Teachers must move beyond superficial behaviour management strategies to develop a deeper understanding of how emotions influence learning and classroom dynamics. This starts with recognising alexithymia as a widespread issue, not just a niche concern. The prevalence data makes it clear that this is not a rare condition; it is a significant factor shaping the experiences of students across all types of classrooms. Educators must be equipped to recognise the signs of alexithymia, to adapt their teaching strategies accordingly, and to create environments that support emotional exploration and growth.
Such changes require more than individual effort—they demand systemic reform. Schools must move away from the teacher-as-enforcer model and toward a framework that positions educators as facilitators of community and emotional learning. This includes incorporating emotional literacy into the curriculum, offering professional development on alexithymia and its impacts, and rethinking classroom structures to prioritise relationships over compliance. By doing so, educators can begin to address the barriers posed by alexithymia, fostering classrooms where all students have the opportunity to thrive. The data is clear: ignoring alexithymia is no longer an option. It is time to bring this overlooked phenomenon into the heart of educational discourse and practice.
How Alexithymia Confounds Classroom Ecologies
Alexithymia can uniquely disrupt the delicate harmony required for effective classroom ecologies. When viewed through the lens of connection and community rather than compliance and control, the behaviours associated with alexithymia—such as emotional outbursts, avoidance, or apparent “coldness”—become opportunities to nurture balance rather than threats to order. However, without this perspective, these behaviours are often misinterpreted. A student overwhelmed by emotions they cannot articulate may withdraw, lash out, or seem indifferent, leaving teachers and peers struggling to understand. These misunderstandings ripple outward, unsettling the collective energy of the room, and eroding the sense of unity necessary for shared learning.
The effects of alexithymia extend far beyond individual interactions. In a classroom where peers misinterpret alexithymic behaviours as aloofness or hostility, social tensions can arise, creating fractures in the group dynamic. Over time, these tensions disrupt the classroom’s flow, making collaboration and community-building more difficult. Traditional responses to these disruptions—rooted in behaviour management strategies—tend to focus on controlling or suppressing behaviours, often exacerbating the underlying disconnection. Instead of restoring harmony, these approaches can create further imbalance, leaving students and teachers frustrated, isolated, and disengaged.
For teachers, stepping into a classroom ecology built on harmony rather than control can feel unfamiliar and uncomfortable. Many enter the profession with an implicit expectation that they must “manage” behaviours to maintain authority. The idea of lessening their grip on control and embracing the classroom as a collaborative learning community may seem risky, particularly in environments where compliance has long been the default. Yet, when we reconsider the classroom as an interconnected ecosystem, this shift becomes not only necessary but transformative. My own practice, deeply influenced by Daoist philosophy and the words of Ursula K. Le Guin in her commentary on the Tao Te Ching, has helped me navigate this delicate balance. In embracing the flow of a classroom rather than attempting to control it, I’ve found that harmony is not imposed but emerges organically through trust, mutual respect, and shared purpose.
Le Guin’s translation of Lao Tzu’s teachings reminds us that the best leaders and guides act with subtlety, shaping environments through presence rather than force. In my classrooms, this means leaning into the natural rhythms of the group, listening to its needs, and creating space for students—particularly those with alexithymia—to navigate their emotional landscapes without judgment. This approach requires a willingness to relinquish some of the control we’re taught to wield as teachers, instead trusting the community to shape itself when given the right supports.
Building and maintaining harmonious classroom ecologies takes intentionality and patience. It means recognising behaviours not as disruptions but as signals of imbalance within the system, and responding with understanding rather than enforcement. This work is not without challenges, especially for educators who may feel vulnerable or uncertain in a model that prioritises connection over control. Yet, as I’ve learned through my own practice, the rewards of such an approach are profound. When we embrace the classroom as a living, breathing ecology, we create spaces where both students and teachers can flourish—spaces where harmony is not a goal to be imposed but a state to be nurtured and shared.
A Way Forward: Including Alexithymia in Teacher Training
A way forward in addressing the challenges of alexithymia in classrooms begins with recognising its prevalence and including it as a vital component of teacher training and practice. One practical starting point is the TAS-20, a straightforward tool that can be easily integrated into existing Multi-Tiered Systems of Support (MTSS) frameworks and universal screening protocols. The TAS-20 is quick to administer and score, providing educators with valuable data on students who may struggle with recognising and expressing emotions. This data can serve as a foundation for more tailored and compassionate approaches, helping teachers better understand the emotional landscapes of their students. With this insight, educators can avoid misinterpreting behaviours and instead focus on creating classroom ecologies that support all learners.
Understanding alexithymia is only the first step; the next involves equipping teachers with practical strategies to foster inclusive and emotionally responsive classrooms. Tools like emotion wheels and visual aids can help students develop their emotional vocabulary, whilst structured check-ins provide opportunities for connection without overwhelming those who struggle with verbal expression. Importantly, students should have permission to use non-verbal cues to indicate their readiness to engage or their need for space. These small but significant adjustments create an environment where students feel seen and supported, even when they cannot articulate their emotions.
Trauma-informed and SEL approaches offer additional pathways to inclusion, but they must be thoughtfully implemented. I am deeply sceptical of pre-packaged SEL programmes, which often feel more like corporate initiatives than meaningful tools for educators and students. Store-bought programmes with “thought of the day” platitudes or cookie-cutter “growth mindset” lessons rarely resonate with the complex realities of classrooms. Instead, the most effective SEL approaches are organic, driven by the unique needs and values of the community they serve. These approaches centre relationships, trust, and the lived experiences of students, rather than imposing top-down frameworks designed to tick administrative boxes.
Achieving this shift requires systemic change. Alexithymia education must become a foundational element of teacher preparation programmes—not just for special educators, where it is also absent, but for all teachers. Professional development must move beyond generic behaviour management workshops to include training on how alexithymia shapes classroom dynamics and how educators can build environments that support emotional growth. This is not about adding yet another responsibility to teachers’ already overflowing plates; it is about giving them the tools and understanding they need to create classrooms where all students, including those with alexithymia, can thrive.
Incorporating alexithymia into teacher training is not a luxury—it is a necessity. Without it, we will continue to misinterpret and mishandle behaviours that are, at their core, expressions of unmet emotional needs. By embracing this understanding and integrating it into both training and practice, we can move closer to classrooms that are not only inclusive but harmonious, where students and teachers alike are empowered to learn, grow, and connect.
Final thoughts …
The EdWeek article highlights an urgent concern in education: teachers are struggling with student behaviour, often without adequate support or effective tools. Yet, as I read the piece, one critical element was conspicuously absent: any mention of alexithymia. This omission reflects a broader gap in educational discourse, one that my own lived experience as an autistic alexithymic person has helped me to identify. Alexithymia is not just a niche concern or a factor affecting a select group of students—it is a pervasive and significant phenomenon, present across the general population, that profoundly shapes classroom dynamics. The struggles outlined in the article are undoubtedly real, but without addressing this underlying factor, any proposed solutions will remain superficial, failing to reach the root of the issue.
My perspective is informed by my experiences, both personal and professional, but voices like mine are rarely included in mainstream educational discussions. Outlets like EdWeek rarely feature content created by individuals with neurodivergent lived experiences, leaving a critical gap in the narratives that shape policy and practice. This lack of representation perpetuates a cycle in which the challenges faced by teachers and students are discussed without fully understanding their causes or contexts. Including alexithymia in the conversation would not only enrich the dialogue but also pave the way for more effective and compassionate approaches to education.
To move forward, educators, policymakers, and researchers must begin to integrate alexithymia into the fabric of our education systems. This means including it in teacher preparation programmes, embedding it in professional development, and incorporating it into classroom practices. It also means shifting our understanding of behaviour from something to be “managed” to something to be understood and supported. By recognising alexithymia as a key factor in student behaviour, we can equip teachers with the insights and tools they need to create harmonious classroom ecologies where all learners can thrive.
The task is not small, but the potential benefits are immense. Addressing alexithymia has the power to transform classrooms, fostering environments where students feel seen and supported and where teachers feel empowered rather than overwhelmed. Let this be a call to action: let us commit to deeper, more inclusive conversations about the challenges facing our education systems, and let us ensure that those conversations include the voices and insights of those who have lived them. Only then can we create classrooms that are truly equitable, inclusive, and effective for everyone.
References
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Salminen, J., Saarijärvi, S., Äärelä, E., Toikka, T., & Kauhanen, J. (1999). Prevalence of alexithymia and its association with sociodemographic variables in the general population of Finland. Journal of Psychosomatic Research, 46(1), 75-82.