Q: What is behavioural science and why is it important to UNICEF?
A: Behavioural science describes the study of human actions, often in a way that seeks to understand how they’re influenced by various factors, internal and external.
Behavioural scientists draw insights from the fields of psychology, sociology, economics, anthropology and others. They explore the complexity of human behaviour, asking questions like, Why do we act in ways that limit our own well-being? Understanding behaviours and motivations – of parents, teachers, community leaders and, of course, children – is fundamental to UNICEF’s work.
Take education. School attendance rates may be low in a particular district. Will providing easier transport to school lead more students to show up? Are they staying home because they don’t have the proper learning materials? What if it’s mostly girls missing out – are their parents leaning on them for work in the house? Or, as we see too often, are they forced to skip school because school bathrooms don’t accommodate their needs for menstrual hygiene?
For so many reasons, improving the availability of a service won’t improve outcomes for children. We can’t assume building another school or hiring one more teacher will bring more children to the classroom. When behavioural factors are at play – like a student’s or parent’s perception of risks and tradeoffs – UNICEF must be able to get to the root of an issue to design a solution that works.
Q: What is social science and why is it important to UNICEF?
A: Like behavioural science, social science is an interdisciplinary field that seeks to understand why people do what they do. Here, though, the focus is on human interactions – the behaviours and attitudes that arise within communities, institutions and societies. People are very much influenced by those around them.
Social scientists examine the various contexts that may define a particular group of people: their shared cultures, histories, political systems, economic structures. Each of these shapes what we value and how we act, both individually and collectively.
UNICEF often turns to social science when designing emergency response plans, mostly to make sure help reaches communities in ways that are fast, fair, inclusive and effective. Instead of relying on top-down approaches, we work directly with communities – listening to their needs and making decisions together. Social science helps us understand how people interact and influence one another during crises. It allows us to design actions that are more likely to work and disseminate through social networks.
For example, during Ebola outbreaks, communities may ignore or reject safety guidelines that conflict with traditional beliefs and practices, like burial customs. By talking with local leaders and individuals and learning more about the significance of these practices, we can adapt them to be both safe and culturally acceptable.
Social science is also important for work that addresses the climate crisis. It helps us understand whether people believe in climate change and how they feel about it, so that we can shape messages that truly connect with communities and encourage meaningful action.
Q: What are social norms and why do they matter to UNICEF?
A: Social norms are the perceived, informal rules that define acceptable actions within a given group. Social norms govern what we do, what we believe others do, and what we believe others approve of and expect from us. They’re learned from an early age – often infancy – and primarily held in place by social benefits (rewards for adhering to the norm) and social sanctions (punishments for breaking the norm).
In effect, social norms produce and maintain order: They help societies function by guiding human interactions, providing predictability within relationships and building trust. And they benefit people who belong to the group. Expectations that societies will ostracize members who depart from shared rules keep everyone working together in an orderly way.
At best, social norms let groups become greater than the sum of their parts. But they may also reinforce unequal power dynamics and perpetuate discrimination. In other words, they can sustain an order or behaviour that’s harmful to certain members.
Look at female genital mutilation (FGM), for example. There are many communities worldwide that – still today – practice FGM, even though it’s internationally recognized as a human rights violation. Why? In some places, parents may subject their daughters to FGM out of fear that not participating will render girls unmarriageable. The social norm makes it difficult for families to abandon the practice on their own, because doing so puts their daughters (and in some cases, the whole family) at risk of losing the acceptance and protection of the wider community.
But what’s something we know has the power to save girls from FGM? Collective abandonment – when an entire community decides together not to participate. This is a tool that’s been used in thousands of communities across the world, and it’s one we can help many more adopt.
That’s why UNICEF invests in systematic approaches that help shift norms away from harmful practices. Our programmes to eliminate female genital mutilation and child marriage, in partnership with UNFPA, give communities space to move away from these violations as a whole.
Q: When is a behaviour not a social norm?
A: Some behaviours may be widespread within a community but not influenced by social norms. In other words, people within a group may be driven to engage in a particular practice by something other than the expectations of their peers.
For example, the prevalence of child marriage within a community is not necessarily evidence of a social norm. In many places, families offer young girls into marriage out of economic necessity, safety concerns, or to protect their daughters from unwanted pregnancies – not because they believe child marriage is socially expected.
Similarly, parents may use violent discipline against their children, not because people around them condone violence, but because they believe they lack alternative methods of discipline or are facing extreme stress. In these situations, it’s more about individual behaviour or coping mechanisms than shared social norms.
Understanding the determinants of practices that violate children’s rights is key to designing programmes to prevent them. In all our work, UNICEF leans on social and behavioural sciences to tailor programming to specific contexts. Every strategy is rooted in real-life context and solid evidence. By combining clear communication, meaningful community engagement and data-driven insights, we ensure our efforts not only reach people, but genuinely connect with them to create change that lasts.
Q: When does a behaviour turn into a habit?
A: Habits are behaviours we engage in frequently, often without thinking about it. We may do something automatically in a given context, cued by a time, location or emotional state – for example, brushing our teeth before bed or washing our hands after using the toilet. These are of course good habits. But whether a habit is healthy or unhealthy doesn’t change how difficult it can be to break.
That’s because habits are made separately from decisions. “Habit loops” occur roughly in three steps. First, a cue (or trigger) kicks your brain into automatic mode, telling it which behaviour to engage in. Second, we act on that behaviour – some physical, mental or emotional response. And third, the behaviour elicits a reward, reminding our brains to remember this loop in the future. All of this happens without us really deciding on anything, which saves us mental energy so we can focus on other things.
Breaking an unhealthy habit is more complex than simply recognizing the harm it can cause. We also have to understand its triggers and rewards – including the perceived benefits we get, maybe in the form of social acceptance, but also chemical rewards our brain sends through our body.
Teenagers today, for example, are constantly surrounded by junk food — from the ads on their screens to the snacks in their schools and local shops. It’s no surprise that many believe eating ultra-processed food will make them feel good. Even those who try to eat better find it difficult when their friends are doing the opposite and when healthier options are harder to find or afford. Big food companies spend billions marketing junk food to young people, especially those from low-income backgrounds, who often have less access to affordable nutritious food.
What makes this even more concerning is that junk food and sugary drinks are designed to be habit-forming. They stimulate the brain’s reward system in ways that reinforce cravings and repetitive eating, particularly when paired with emotional cues or social pressures. While not a clinical addiction for most, the effect is powerfully similar, creating patterns of consumption that are hard to break, especially in environments where these products are cheap, ubiquitous and aggressively marketed.
To break this cycle, UNICEF has established Fix My Food, a movement that empowers young people to take up public campaigns that expose unhealthy food environments and misleading marketing tactics. By equipping teens with tools, platforms and storytelling skills, we support their advocacy for practical solutions, like healthy cooking in schools and access to affordable, nutritious food where they live, learn and play.
Q: What is behaviour change communication?
A: Social and behaviour change communication (SBCC) deploys smart, creative tactics across mainstream marketing channels (think TV shows, social media, school talks or community events) to encourage healthier choices and positive change in people’s lives. It helps raise awareness, spark conversations and shift harmful social norms by reaching people in ways they understand and trust.
But it’s not just about sharing messages. SBCC involves listening to communities, understanding their challenges and designing engagement strategies that fit their reality. That means using the right language, the right tools and the right messengers.
While SBCC can be powerful, it’s not a magic fix. Real change also needs strong systems, supportive policies and long-term community involvement. Still, when done well, SBCC can help save lives, improve health and create stronger, more informed communities. See how SBCC fits within UNICEF's broader approach to programming by checking out our SBC Guidance resources.
Authors and contributors
Vincent Petit, Global Lead, Social & Behaviour Change, UNICEF
Audrey Franchi, Officer, Social & Behaviour Change, UNICEF
Alessia Radice, Specialist, Social & Behaviour Change, UNICEF
Mariana Palavra, Specialist, Social & Behaviour Change, UNICEF
Rebecca Smith, Consultant, Measurement & Monitoring Products, UNICEF
Rowena Katherine Merritt, Programme Specialist, UNICEF
Ukasha Ramli, Senior Specialist, Social & Behaviour Change, UNICEF
