Educators often face the challenge of addressing student behaviour in ways that are effective and compassionate. One insightful tool for understanding and behaviour is the iceberg analogy. This analogy posits that observable behavior is just the tip of the iceberg, with underlying feelings and unmet needs constituting the vast, submerged portion. By exploring the depths of the iceberg, educators can gain a holistic understanding of student behaviour and implement strategies that address the root causes rather than just the symptoms.

The Iceberg Analogy Explained

In the iceberg analogy, the visible tip represents observable behaviour—what students say and do that can be directly seen or heard. These behaviours can range from acts of kindness, engagement in learning to instances of disruption or aggression. However, behaviour is just “the observable response to the processing of our internal and external experiences” (Delahooke, 2019). What’s more, some behavioural responses have been learned as a way of keeping individuals safe, that is, a reaction of our nervous systems (fight, flight, freeze).

Beneath the watery surface of the iceberg lies the murky layer of feelings. Feelings are emotional responses to various stimuli or situations and can include emotions such as happiness, sadness, anger, fear, or anxiety. These feelings drive the observable behaviour. For instance, a student may act out in class not because they want to be disruptive but because they are feeling frustrated or anxious.

Deeper still, at the base of the iceberg, are the unmet needs. These are the fundamental needs that every individual has, such as the need for safety, belonging, love, self-esteem, and autonomy. When these needs are not met, negative feelings arise, which in turn lead to observable behaviours. Understanding and addressing these unmet needs are crucial for fostering positive behaviour changes.

The Iceberg Analogy Applied

Consider the following scenario: Tannin finds some money that has fallen out of Mohamed’s pocket while near the canteen. Despite knowing it belongs to Mohamed, Tannin puts the money in his pocket. Another student, Mike, witnesses this and tells Tannin to give the money back, but Tannin denies knowing anything about it. Mike then informs Mohamed, and both students threaten Tannin. Tannin tries to run away but collides with Miss Shaw, who intervenes, recognizing that something is amiss.

Using the iceberg analogy, let’s delve into Tannin’s behaviour:

1. Observable Behaviour (Tip of the Iceberg): Tannin takes the money, denies it, and runs away when confronted.

2. Feelings (Just Beneath the Surface):

• Guilt: Tannin might feel guilty for taking something that does not belong to him.
• Fear: He may be afraid of the consequences if he is caught.
• Embarrassment: Being confronted by Mike and later by Mohamed could lead to feelings of embarrassment.
• Shame: Running into Miss Shaw might exacerbate his feelings of shame.

3. Unmet Needs (Depths of the Iceberg):

• Need for Security: Tannin might lack a sense of financial security and therefore takes the money out of a perceived need.
• Need for Belonging: He might want to fit in with his peers and fears that returning the money could lead to ridicule or rejection.
• Need for Recognition: Tannin might be seeking attention or validation, even if through negative behaviour.

Miss Shaw, aware of the iceberg analogy, can approach the situation with curiosity and compassion; she could take a WARM approach.

A WARM approach would include exploring:

What happened? – from all view points

Affect exploration – how people feel and were impacted by what happened

Reflection & Repair – the harm caused

Move foward – make amends and prevent things going awry again

Rather than focusing solely on the act of taking the money, she can investigate the underlying feelings and unmet needs driving Tannin’s behaviour. By asking open-ended questions and providing a safe space for Tannin to express himself, she can uncover the root causes of his actions.

For example, Miss Shaw might discover that Tannin’s family is struggling financially, leading him to feel insecure about his own situation. Understanding this, she can work with Tannin to develop healthier ways to cope with his feelings and address his unmet needs. This might involve connecting him with a school counselor, providing resources for his family, or involving him in school activities that foster a sense of belonging and self-worth.

We could also unpack the behaviour of Mohammed and Mike in the same way. This would lead to a widening of perspective and increased understanding of how the situation ended up the way it did. Further, we could ask the students themselves to unpack what happened using the iceberg tool. This would aid in the development of self-reflection and self-awareness, resulting in greater compassion for self and other.

The iceberg analogy offers a powerful framework for educators to understand and respond to student behaviour. By recognizing that observable actions are often driven by deeper feelings and unmet needs, educators can adopt a more empathetic and supportive approach. This not only helps in resolving immediate behavioural issues but also contributes to the overall emotional and psychological wellbeing of students. In scenarios like Tannin’s, applying this analogy can lead to meaningful interventions that support the student’s growth and development, fostering a more compassionate and supportive educational environment.