Massia Bailey| Managing impact of the learning environment on students

STUDENTS LEARN as much from what’s implied as from what’s explicitly taught. In many teacher preparation programmes, the concept of the formal and informal curriculum is introduced to emphasise that students learn both through direct instruction and through observation.

This understanding highlights the importance of teachers aligning the learning environment with what is intentionally taught. Misalignment can have significant effects on the academic, social, and behavioural development of students, especially those with social and communication differences.

CURRICULA

The formal curriculum refers to the official, structured set of courses, subjects, and learning objectives taught in a school setting, often with defined outcomes, assessments, and recognition of achievement. It also includes standards for behaviour and peer and adult interactions. In contrast, the informal curriculum encompasses unplanned lessons learned through observation, experience, and social interaction. Sometimes called the “hidden curriculum”, it influences how students interpret social norms, cooperation, fairness, and patience within the school community.

CHARACTERISTICS

Students with social and communication differences, such as those with autism, attention deficit/hyperactivity disorder (ADHD), or mild to moderate intellectual disabilities, often have heightened visual perception and rely more on what they see than on what they hear. Many experience auditory processing difficulties and compensate through increased visual processing. This strength can be leveraged by incorporating visuals and concrete supports into instruction. However, it can become a liability if the classroom environment sends mixed messages, such as promoting inclusion verbally while displaying noticeable biases.

WHEN PEERS VEER

Peers strongly influence the behaviour, social understanding, and emotional adjustment of students with social communication differences. Their actions often serve as real-time models of what is considered acceptable or valued in the classroom. When peers veer from the expectations of the formal curriculum and mimic negative behaviours learned through the informal curriculum, students with social communication differences are often the most affected given their inherent naivety. Teachers can help prevent this by addressing misbehaviour promptly, modelling respectful communication, and reinforcing acceptable conduct through positive behavioural interventions and supports (PBIS).

Peers also tend to reflect teacher attitudes and the overall classroom climate. If they observe sarcasm, impatience, favouritism, or exclusion being tolerated, they may replicate those same behaviours, leading to teasing, isolation, or subtle rejection. These actions can deepen feelings of difference and insecurity for students who already struggle to interpret social cues. Over time, such dynamics can limit social learning, discourage participation, and increase anxiety or withdrawal. Conversely, when peers are guided to model patience, empathy, and inclusion, they become powerful facilitators of social growth and help foster a more equitable learning environment for all students.

UNINTENDED CONSEQUENCES

Teacher behaviour has a direct impact on student learning and social interactions. When teacher behaviour is misaligned with the formal curriculum, students with social communication differences may become confused about social norms and expectations. These students rely heavily on consistency, so when teachers’ actions contradict their instruction, such as promoting respectful dialogue but responding with sarcasm or impatience, the mixed messages erode trust and predictability. Inconsistent teacher responses can lead to social exclusion, stigmatisation, or imitation of inappropriate behaviours. Over time, these vulnerable students may begin to display frustration through maladaptive behaviours, especially when feedback or expectations are unclear.

Academically, misalignment can reduce engagement and participation. Instruction that rewards quick verbal responses, through affirmation or praise, may disadvantage students who need structured support or additional processing time. These communication difficulties may then be misinterpreted as defiance or disinterest. Furthermore, when informal teacher behaviours contradict evidence-based PBIS strategies or social-emotional supports, students lose access to equitable instruction and emotional safety. Such inconsistencies weaken the effectiveness of interventions and disrupt the coherence between what is taught, modelled, and reinforced, often resulting in social isolation, behavioural challenges, and interference with academic performance.

TEACHER SELF-REFLECTION

Teacher self-reflection and a commitment to personal growth are essential in resolving misalignment between the formal and informal curriculum. Through reflection, teachers can identify when their tone, actions, or informal behaviours contradict what they teach and recognise how these inconsistencies affect students with social communication differences. By examining their communication patterns, teachers become more aware of the implicit messages they send and can intentionally model the clarity, patience, and consistency that students need to interpret expectations accurately.

A commitment to personal growth involves continuous learning, empathy, and adaptability. Teachers who seek feedback, engage in professional development, and practise mindfulness are better equipped to create classrooms where instruction and interactions are consistent and inclusive. This alignment strengthens trust, promotes emotional safety, and encourages participation. When teachers intentionally model the behaviours and values embedded in the formal curriculum, they build environments that support both social-emotional and academic development for all learners, especially those with social communication differences.

The alignment between the formal and informal curriculum is crucial for creating a structured, supportive, and predictable learning environment. Students with social and communication differences depend on consistency, clarity, and modelled behaviour to understand expectations and succeed academically and socially. When teacher and peer behaviours reflect the values and lessons of the formal curriculum, students are more likely to feel included, respected, and capable of contributing meaningfully. Conversely, when inconsistencies arise, students receive mixed messages that can hinder learning and emotional well-being.

Ultimately, effective teaching extends beyond lesson plans and standards. It includes the tone, interactions, and everyday choices teachers and peers make. A reflective and growth-oriented educator understands that the hidden curriculum is always at work and that aligning what is taught with what is modelled creates a classroom culture where every student, regardless of communication style or social ability, can thrive.

Massia Bailey, EdD, is an applied learning scientist, special educator, and adjunct professor of education based in Florida. Send feedback to learninganddevelopmentdoctor@gmail.com