There are no consistent answers to why challenging behaviour is perceived to be a problem across time and place. This article explores challenging behaviour and how it is constructed as a problem by professionals in North West England. The research was designed as a qualitative single case study that analysed the perspectives of staff from two…

Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students' at risk for emotional and behavioral difficulties. Although ample bodies of…

Negative student behaviors are a significant concern among teachers. Incorporating Proactive Classroom Management Practices (PCMPs) to prevent detrimental behaviors would benefit the learning environment. These practices promote academic engagement and limit the number of Office Disciplinary Referrals (ODRs). The purpose of this study was to…

Early identification of social, emotional, and behavioral difficulties (SEBDs) in children is essential to provide support and reduce the risk of negative outcomes. Schools are considered ideal settings to identify SEBDs, and in many countries special educational needs coordinators (SENCOs) play a pivotal role in this respect. Although SENCOs may…

Creating a safe and supportive classroom learning environment has been challenging due to disciplinary issues during the COVID-19 pandemic. Research on effective, equitable disciplinary practices and reducing school disciplinary action is limited. This phenomenological research study investigated effective disciplinary techniques used consistently…

The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching…

Drawing upon Judith Butler's conceptualisation of performativity and subjectification, this article explores the effects of different kinds of counter political action to disrupt exclusionary school practices that further marginalise children who are, often already, on the edges of school life. Firstly, tracing the impossibilities sometimes…

Children in foster care face multiple barriers compared to their nonfoster peers, especially as it pertains to their educational success. The problem was school administrators, such as principals and assistant principals, face greater challenges in meeting the educational needs of foster children in addition to balancing the extraneous issues…

Purpose: The purpose of this journal-ready dissertation was to determine the primary reasons that students are assigned exclusionary discipline consequences. Another purpose involves ascertaining the degree to which differential consequences are present by student ethnicity/race in the discipline consequence assigned for the same misbehavior.…

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for…

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers' perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers' perceptions of…

School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as "appropriate" and "inappropriate" behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling,…

Research on self-harm and children tends to focus on adolescent children (12 years of age and above). There is limited available information about self-harm in children ages 11 years and younger. This study utilized autoethnography as the methodology to provide a rich description of the professional experiences and practices of an elementary…

Educational leaders are firmly committed to detecting students at the first sign of concern for both major disorders of childhood: internalizing (e.g., extremely shy, anxious, withdrawn) and externalizing (e.g., noncompliant, aggressive, disruptive). Input from educators who have been engaged in the universal behavioral screening process contains…

In 2023, teachers continued to experience reverberations from the COVID-19 pandemic. The closure of schools across the United States required the adaptation of classrooms and a dynamic shift in the practices of teachers. As the pandemic subsided, this project sought to understand the ways that instructional practice, interactions with students and…