Addressing the wicked problem of behaviour in schools

Armstrong, David

doi:10.1080/13603116.2017.1413732

Cited by 49 publications

(42 citation statements)

References 50 publications

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“…These findings led the American Psychological Association to conclude that zero tolerance and get tough policies are not effective means of managing problem behaviour. It is also important to note that adopting behaviour management practices that exclude students especially those with disabilities is inconsistent with the philosophy of inclusive education (Armstrong, ).…”

Section: Discussionmentioning

confidence: 99%

The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

Chitiyo

May

Mathende

et al. 2018

Research in Spec Educ Needs

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Evidence demonstrating the effectiveness of the School‐wide Positive Behaviour Intervention Support model (SWPBIS) in managing problem behaviour among school students has been widely disseminated. As a result, the SWPBIS model is now widely implemented in schools across the US. Despite its widespread implementation and evidence demonstrating its efficacy, little is known about its sustainability. The scarcity of research studies examining the factors that influence the sustainability of SWPBIS provides a strong rationale for this study. The purpose of this study was to explore the relationship between school personnel's confidence with using SWPBIS and its sustainability. Participants were 104 school personnel employed in schools that implement SWPBIS in a southern region of Illinois. Regression analyses revealed that there is a significant relationship between personnel's confidence with using the model and its sustainability. The results led to important implications for practitioners involved in the implementation of SWPBIS and directions for future research are provided.

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Section: Discussionmentioning

confidence: 99%

The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

Chitiyo

May

Mathende

et al. 2018

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…In conclusion, we think it is important that the relative risks and benefits of these various practices -for the individual, their classmates, the school as a whole are properly researched. This is not to argue to a return to a climate where schools feel able to exclude without scrutiny, but for an understanding of the best ways of dealing with the 'wicked problem' (Armstrong 2018) of behaviour in schools while at the same time trying to make what Slee (2014) calls 'the illusory promise' of inclusion less illusory.…”

Section: At the System Levelmentioning

confidence: 99%

Not in the classroom, but still on the register: hidden forms of school exclusion

Power

Taylor

2018

International Journal of Inclusive Education

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Not in the classroom, but still on the register: Hidden forms of school exclusion There has been growing concern about the rising numbers of students being excluded from school in England-a trend that is often set against the declining levels of exclusion elsewhere. In Wales and Scotland, for example, numbers of students permanently excluded from school have fallen dramatically. However, we argue that simple system-level comparisons might be misleading. Drawing on data derived from interviews with headteachers in Wales, this paper probes beneath the surface of official statistics and explores the diverse, and often hidden, forms of exclusion that are taking place. Without wishing to deny the damaging consequences of official exclusion from school, it argues that the other forms of exclusion may also carry negative consequences. It concludes that until the effects of these other forms of exclusion are known-at individual, institutional and system level-we should not assume that a school or a system is necessarily any more or less 'inclusive' on the basis of official data on school exclusions.

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“…As initial teacher training (ITT) within England has become increasingly complex within recent years (Whiting et al 2018), many teachers are left without formal training for how to use inclusive approaches to support students with challenging behaviour (DfE 2016c) with much of their behaviour management advice based in anecdotal rather than research evidence (Armstrong 2018). Gazeley and Dunne (2013), found that student teachers' learning about exclusion was unplanned rather than a formal part of their training.…”

Section: Contextualising Vs Individualisingmentioning

confidence: 99%

‘You kind of don’t want them in the room’: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school

Stanforth

Rose

2018

International Journal of Inclusive Education

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Jo's background is in social psychology, and she has been working in educational research since 2001. Her research interests lie in the areas of educational partnerships and collaboration, and young people's trajectories through the educational system with a particular focus on young people from disadvantaged backgrounds. 'You kind of don't want them in the room': Tensions in the Discourse of Inclusion and Exclusion for Students Displaying Challenging Behaviour in an English Secondary School Internationally and within England, there has been increasing focus upon perceived behaviour problems within schools. This study, which took place within a mainstream English secondary school, considered the interplay of the competing notions of exclusion and inclusion for children displaying challenging behaviour. The study used a mixed-methods approach combining quantitative data gathered on school referrals (temporary exclusions from lessons) and interviews with staff and students. This approach allowed both a consideration of trends within referrals and an analysis of how students displaying challenging behaviour are constructed within the discourse of the school. Findings showed that some groups were disproportionately affected by referrals. Within interviews, students and staff oscillated between individualising and contextualising the cause of challenging behaviour both blaming the student and seeing them as a victim of circumstance at the same time. Teachers indicated a greater willingness to change their practice and use a contextual approach to understanding pupils' behaviour when they felt they had been given a reason from the student's home life or background to do so. Recommendations are made for future research in the previously under-researched area of referrals and implications for practice are discussed to make schools more inclusive of students with challenging behaviour.

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Addressing the wicked problem of behaviour in schools

Cited by 49 publications

References 50 publications

The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

Not in the classroom, but still on the register: hidden forms of school exclusion

‘You kind of don’t want them in the room’: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school

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