Cultural differences

Examples of cultural differences that might affect how a pupil behaves in class and on the playground.

  • Some children may avoid eye contact with teachers. In some cultures, this does not mean they are not listening. It may be a sign of respect or a different way of engaging.

  • Some children can seem aggressive in the playground or show different behaviours. This may be because their English is limited and they rely on non-verbal communication to interact with other children.

  • Some children may avoid physical contact for cultural reasons. For example, some Muslim women and girls may not shake hands.

    Other children however may be used to more physical contact than is typical in English classrooms, for example those from Africa.

  • Some children may not use knives and forks when eating. In some cultures, eating with hands is a skilled and accepted practice. 

    Some children may prefer not to eat with other pupils because eating arrangements may be different from what they are used to. They may also have specific dietary requirements.

  • Some children may not answer a question unless they are sure of the correct response. In some cultures, giving a wrong answer or guessing may be seen as losing face.

  • Some children may nod their heads to acknowledge you, but this does not necessarily mean that they understand you.

  • Some children may place more importance on written work than spoken activities. They may focus less on tasks that involve speaking or listening.

  • Some children may appear tired or uninterested. This may be due to environmental changes, stress, or limited English.

  • Some children may avoid contact with animals for cultural reasons. Some cultures also have sensitivities about photographs, dolls, or other images.

  • At times children may smile even when being told off. In some cultures, this can be a sign of respect rather than a lack of understanding.

  • Some children may feel unsure about the less formal approach used in some classroom activities. If they are used to a more structured teaching style, they may need time and support to take part in group work and understand classroom expectations.