Sarah Osman
When we talk about changing behaviour, it’s easy to assume that the decision lies solely with the individual. But in reality, behaviour is shaped by a much larger ecosystem. By breaking down the layers that influence behaviour, we can better understand why certain actions happen (or don’t) and what barriers might be in the way. This can also be understood as combining systems thinking with behavioural insights. Many people assume systems thinking is complex, but at its core, it’s about seeing behaviour in context. Luckily, there is a simple way to understand systems around a behaviour.
Let’s take the example of promoting the behaviour ‘parents read more with their kids at home’. Encouraging parents to read with their children at home is a powerful way to boost literacy and foster a love for learning. However, this behaviour doesn’t exist in isolation—many people influence whether it happens consistently.
At the centre of this behaviour is Dewi, the 7-year-old pupil. She is the direct beneficiary of reading at home, as regular exposure to books helps her develop stronger literacy skills, expand her imagination, and build a habit of learning. But for Dewi to experience these benefits, she relies on the support and encouragement of those around her.
Reza, Dewi’s dad, plays a crucial role in making reading a part of their daily routine. By reading with Dewi, he not only strengthens her literacy skills but also builds a meaningful connection with her. However, various factors—such as time constraints, traditional gender roles, or access to books—might impact his ability to engage in this activity regularly.
Nur, Dewi’s aunt, represents the extended family. Family members can encourage dads reading with their kids and normalise this behaviour, even if does not align with specific gender norms. Since many households in the global majority have several adult family members living together, Nur could also step in to read with Dewi, reinforcing the habit within the household.
Beyond the family, Basia, Dewi’s teacher, plays a critical role in promoting at-home reading. Teachers can provide guidance to caregivers on how to engage children with books, recommend age-appropriate reading materials, and create a link between school and home learning. They can also motivate children to develop a love for reading, making them more likely to seek out books outside of school hours.
Finally, Budi, the policymaker, represents the broader institutional and policy-level influences on at-home reading. Policymakers can support this behaviour funding literacy programmes, and implementing policies that encourage parental involvement in early education. Without systemic support, many families may struggle to access the resources needed to make reading a daily habit.
By recognising the interconnected roles of individuals, families, communities, and policymakers, we can better understand how to create an environment where at-home reading is encouraged and sustained. This layered approach—also known as the socio-ecological model of behaviour—shows how behaviour is embedded within a larger system.
Focusing on the key behaviour of at-home reading, specifically encouraging Reza to read a story with Dewi every day to help develop her literacy skills, we can further unpack what potential barriers may be. While this may seem like a simple behaviour, several factors influence whether it happens consistently, ranging from personal challenges to broader systemic issues.
On an individual level, time constraints and Reza’s work schedule may make it difficult for him to prioritise reading with Dewi. Additionally, his reading ability could impact his confidence to read to her.
At the family and community level, social norms and expectations about the role of Reza in the household might influence whether he sees reading as part of his parenting responsibilities.
On a systems level, external factors like the availability of books in the local language and the price of books can make it harder for families to access appropriate reading materials.
Once we map these barriers, we start to see the various interventions we can design that can address barriers at all these levels. This, of course, does not mean that we should be implementing every single intervention, but rather looking at where our expertise and resources could best be used. We can then create conditions that make the behaviour easier, more natural, and more likely to stick. Here’s how we can address the challenges in Reza’s case:
If you’re looking to influence behaviour, whether in education, health, or social change, remember: it’s not just about the individual. The ecosystem surrounding them—family, community, institutions, and policies—shapes their actions. Systems thinking means identifying barriers at each level and creating solutions that work across the system.
I’d love to hear how you combine systems thinking with behavioural insights – share your thoughts in the comments.
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