International Journal of Emotional Education

50 - 63

Authors: Ed Smeets

Three key aspects of the school environment are crucial for the prevention and management of social, emotional, and behavioural difficulties (SEBD) in schools. These include an adequate instructional environment, a supportive social-emotional climate, and a systematic process of identification and intervention. This paper addresses these critical aspects by presenting results from two studies in primary education in The Netherlands. According to teachers, one in six pupils in mainstream primary schools exhibits some kind of SEBD. Severe cases of aggressive behaviour or ADHD present the greatest difficulties for teachers. The focus in mainstream schools is on the provision of a supportive social-emotional environment and on the identification of SEBD, with little attention to an adequate instructional environment or consistent interventions. This paper describes a systematic approach to the prevention and early intervention of SEBD which will address this issue.

83 - 95

Authors: Ted Cole

This paper outlines concerns in the UK about young people who are disruptive in class and/or disengaged from the normal educational process. After discussing who these children are and estimating their numbers, the paper examines recent research on how best to meet their needs. This research indicates the appropriateness of the UK government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special provision can sometimes be more appropriate. If social inclusion as adults is the overarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the children and young people, and their imaginative, flexible delivery of appropriate curricula are crucial, as is the need to support these professionals in their demanding task.

108 - 117

Authors: Lesley Hughes

The move towards inclusive education in the UK (DfEE, 1997; DfE, 2004), and more recently integrated working (DfEE 2003), has resulted in the development of a national framework calling for a change to the way organizations meet the needs of children. The Children Act (DfEE 2004a) provides the legal framework to legislate for these changes at national and local levels, and local service providers are required to work in partnership to provide a coordinated and coherent system of support aligned to the child's evolving needs. This paper reports on empirical findings taken from interviews with children with ADHD, their teachers and parents, to highlight what they perceive to be effective in providing support for the children in their learning environment. Examples are drawn from environmental, personal, organizational and structural factors that are believed to influence the children's behaviour. Suggestions are made over areas that need to be considered when setting up integrated services and how these can influence effective support for children.