Difficult and challenging classroom behaviour is an unpleasant experience for any teacher. A zero-tolerance approach to transgressions sounds sensible, but it can be counterproductive.
Challenging behaviour is, for any child and young person, the smoke that pours from the fire. It is a way of communicating an unmet need, so working on identifying and addressing the emotions that can be manifested in such behaviour, rather than focusing on the behaviour itself, will ultimately deliver a greater impact.
We all know that young people’s mental health and wellbeing has taken a battering during the last year and a half, with successive lockdowns depriving them of the rich social and educational experiences they need.
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