This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the…

This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school's educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive,…

This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of…

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that…

A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish…

Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student…

Research shows correlations between children's problematic behaviours and reduced academic performance, stressed teacher-child relationships, poorer peer interactions, higher involvement in deviant behaviours, lower school adjustment, and increased chances of dropping out of school. Problematic behaviour is a source of stress for teachers and…

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217…

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to…

Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children (N?=?445) in the first two years of formal education. A secondary aim was to assess teachers' perceptions of child behaviour and their classroom…

This report summarises Year 6 pupils' attainment in the Progress in International Reading Literacy Study (PIRLS) survey of 2016 in Northern Ireland and explores the context of that attainment. PIRLS is an international comparison study of reading at ages 9-10. PIRLS has a five-yearly cycle. Northern Ireland took part in PIRLS for the second time…

This summary accompanies the national report for Northern Ireland (Sizmur et al., 2017). It outlines the attainment of Year 6 pupils in Northern Ireland in the Progress in International Reading Literacy Study (PIRLS) 2016 survey and explores the context of that attainment. PIRLS is a study of reading at ages 9-10 and has a five-yearly cycle.…

The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers' attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school…

This paper examines the sources of stress and the effects of managing challenging behaviour on principals of special schools in Ireland, including schools for pupils with an intellectual disability, emotional disturbance, specific learning disability and physical and sensory disability, and children of traveller families. In this study principals…

Although the issue of challenging behaviour receives a great deal of attention in educational literature, the exact nature of this behaviour is open to debate. Challenging behaviour can be defined objectively by listing or describing behaviours that are considered disruptive and undesirable. On the other hand, challenging behaviour can be seen as…