A case study of the attitudes and experiences of teachers towards the identification and support of children with social, emotional and behavioural difficulties
Jones, Daniel Ivor
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This study investigated teacher attitudes towards their previous training and experiences with children who have Social, Emotional and Behavioural Difficulties. Following recent increased emphasis on well-being recently, this study aimed to understand how prepared teachers felt in their role in identifying possible difficulties. lt aimed to understand what current practices were in place in supporting children with such difficulties and the attitudes of teachers towards these practices.A case study was conducted, whereby teachers from five primary schools and the feeder comprehensive took part in interviews and questionnaires. Upon analysis of results, a complex and varied response was found, with some key findings becoming apparent. A high percentage (93.3%) of teachers felt they would benefit from additional training. Teachers were, on average, found to be less confident in reporting 'internalizing' behaviours (which may be indicative of emotional but not behavioural disorders) than 'externalizing'behaviours which created a greater burden on their ability to teach. Interview data agreed and supported findings from the questionnaires, presenting cases of teachers who generally displayed a negative attitude towards their previous training and who presented specific examples of their frustration with current systems and practices. Often, teachers would refer to their years of teaching as explanation for their perceived preparedness in supporting or identifying such pupils. No specific practices were mentioned across schools, however, individual schools demonstrated some systems or strategies that were positively perceived. Recommendations regarding how the cluster of schools may best use this information to improve practice have been presented.
M.A. Education (Professional Practice)
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