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By Tim Seldin
I wrote this in response to an article in The Telegraph discussing early signs that a very young child may be showing signs of psychopathy. As the research suggests, such behavioral patterns suggest the possibility that a disorder might develop, and invite us to provide positive experiences that may lead to more positive social development. Most of us come across children who seem to be aggressive and/or uncaring. As Montessori educators, we work hard to encourage self-esteem, self-regulation, and nonviolent/pro-social behavior and attitudes.
Snapshot: Psychopathy is a personality disorder characterized by a constellation of traits including impaired empathy, lack of remorse, antisocial behavior, and manipulative tendencies. It’s often associated with reduced emotional responses and poor behavioral controls, which can lead to criminal behavior. While not a formal clinical diagnosis in the DSM-5, it’s closely related to Antisocial Personality Disorder (ASPD) and is often used to describe a severe subtype of ASPD.
On July 27, 2025, The Telegraph published a provocative article by Eleanor Steafel titled “The Signs That Three-Year-Olds Might Be on the Path to Becoming Psychopaths.” The piece summarizes research led by Professor Essi Viding, a developmental psychopathologist at University College London, whose work focuses on identifying early markers of antisocial behavior— particularly what are known as callous-unemotional (CU) traits in children as young as three or four.
For those of us in Montessori education, such headlines naturally raise questions. Is this kind of labeling helpful? What does the science actually say? And how can we, as Montessori educators, respond thoughtfully when a child in our care seems indifferent to others’ feelings or exhibits challenging behavior?
Let’s take a closer look at what the research shows—and how our understanding of child development in Montessori settings offers both reassurance and guidance.
What Are Callous-Unemotional Traits?
CU traits are a specific cluster of behaviors linked to low empathy, reduced sensitivity to others’ distress, and a limited emotional response. Professor Viding and her colleagues have explored these patterns extensively through twin studies and neurobiological research. While they are careful not to label children as “psychopaths”—a term that applies only to adults—their findings suggest that some children show early behavioral and emotional tendencies that, without support, may increase their risk of persistent conduct problems.
In particular, children with high CU traits may:
- Appear less emotionally responsive to others’ sadness or fear
- Struggle to regulate their own frustration
- Engage in aggressive or harmful behavior without seeming remorseful
- Seem unmotivated by pleasing adults or doing kind things for others
Professor Viding’s research, published in journals such as The Journal of Child Psychology and Psychiatry and Development and Psychopathology, indicates that these traits may have a strong genetic component. However, she emphasizes that no one is born a psychopath and that both biology and environment interact in complex ways to shape a child’s development.
What This Doesn’t Mean
The Telegraph article touches on a parental fear many readers likely share: What if my difficult or unempathetic child is on the path to something darker?
It’s important to distinguish between developmentally typical behavior and signs of concern. Three-year-olds frequently hit, grab toys, cry when they don’t get their way, or struggle to apologize. These are not signs of psychopathy—they’re signs of being three.
Montessori educators understand that early childhood is a period of tremendous emotional and social development. The ability to take another’s perspective, regulate impulses, and respond with empathy emerges gradually and unevenly, especially in the first plane of development (birth to age six). Some children need more time, modeling, and support than others.
A Montessori Lens: Behavior as Communication
In Montessori classrooms, we don’t see behavior as good or bad—we see it as a window into the child’s needs, struggles, and developmental progress. When a child hits another, laughs when someone is hurt, or refuses to share, we don’t leap to judgment. We observe. We ask: What is this child trying to communicate? What tools are they missing? What might they need from us?
Children exhibiting early signs of emotional disconnection may:
- Feel overwhelmed in group settings
- Have difficulty interpreting social cues
- Lack a sense of security or attachment
- Be mirroring behaviors seen in their environment
Rather than attempting to diagnose or label, we respond by preparing a calm, consistent, emotionally supportive environment where trust and connection can grow. We offer Grace and Courtesy lessons to help children practice prosocial behavior. We model empathy, invite reflection, and support self-regulation through hands-on work and individualized guidance.
What the Research Does Support: The Power of Warm Relationships
One of the most hopeful takeaways from Professor Viding’s work is that intervention matters—especially early and especially when grounded in warm, emotionally attuned relationships. Several studies have shown that children at genetic risk for CU traits are far less likely to develop severe antisocial behaviors if raised in nurturing, responsive caregiving environments.
In other words, relationships protect. Children who may struggle to feel what others feel can still learn to understand social dynamics, experience belonging, and adopt compassionate behaviors—particularly when they feel safe and seen by the adults around them.
This is where Montessori schools can shine. We are uniquely positioned to offer children a consistent, respectful, emotionally attuned environment that values connection, responsibility, and self-awareness. Our approach doesn’t rely on rewards or punishments. Instead, we guide behavior through deep observation, empathy, and purposeful activity.
Instead of asking, “What’s wrong with this child?” we should be asking, “What does this child need from me right now?” That shift changes everything. A child who seems disconnected may not lack empathy. They may be overwhelmed, dysregulated, or struggling to feel safe in their body or environment. What may look like defiance or indifference is often a call for connection. In Montessori, we don’t rush to fix or label. We prepare ourselves, prepare the environment, and meet the child with curiosity, not judgment.
As Dr. Bruce Perry reminds us, “The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change, and the most powerful therapy is human love.” His work on developmental trauma reinforces what Montessorians know to be true: it is the environment and especially the attuned adults within it that shape a child’s development and emotional resilience.
Supporting Children with More Complex Needs
That said, we will sometimes encounter children whose behavior goes beyond what we’d expect developmentally. They may be persistently aggressive, seem disconnected from the emotions of others, or show a pattern of behavior that doesn’t improve with typical Montessori guidance.
In those cases, it’s appropriate to:
- Document what you observe clearly and factually
- Meet with the child’s family early, with compassion and partnership
- Recommend professional consultation when needed (e.g., pediatrician, psychologist, developmental specialist)
- Continue offering a consistent, calm, and inclusive classroom experience
Even when a child is receiving outside support, our role remains essential. A stable school environment, grounded in trust and respect, can be a critical protective factor.
At the same time, we must acknowledge a very real and often complex tension: the need to support the child who is struggling, while also protecting the physical and emotional well-being of the other children in the community. Montessori classrooms are built on trust, and when one child’s behavior becomes consistently aggressive, disruptive, or unpredictable, it can create fear and anxiety for others. Our responsibility is not only to the individual child, but to the group as a whole. This requires careful observation, close collaboration with the family, and often the addition of extra support—whether through shadowing, shortened days, or consultation with specialists. We work to create a plan that prioritizes safety and security for everyone, without isolating or shaming the child in question. When successful, this approach allows the child to remain in the community, while gradually learning new strategies for managing their emotions and impulses—surrounded by adults and peers who continue to believe in their capacity for growth.
Replace Fear with Understanding
The Telegraph’s article might alarm some readers. But from a Montessori perspective, it invites a more profound reflection: How do we respond when a child seems disconnected? How do we hold compassion when a child’s behavior pushes our buttons? And how do we protect the dignity of every child, even those who are struggling the most?
The answer lies not in labels, but in relationships. Not in fear, but in understanding. Not in punishment, but in preparation—of the environment, the adult, and the heart.
No child is beyond help. And every child deserves to be seen, supported, and believed in.
References and Sources
- Steafel, Eleanor. The Signs That Three-Year-Olds Might Be on the Path to Becoming Psychopaths. The Telegraph, July 27, 2025.
- Viding, E., Blair, R.J.R., Moffitt, T.E., & Plomin, R. (2005). Evidence for substantial genetic risk for psychopathy in 7-year-olds. Journal of Child Psychology and Psychiatry, 46(6), 592–597.
- Viding, E., & McCrory, E.J. (2019). Towards understanding atypical social affiliation in psychopathy. The Lancet Psychiatry, 6(5), 437–444.
- Hyde, L.W., Waller, R., & Trentacosta, C.J. (2016). Trajectories of callous-unemotional traits in early childhood: Predictors and outcomes. Journal of Child Psychology and Psychiatry, 57(2), 203–210.
