Student behaviour and emotional challenges for teachers and parents in Hong Kong

Abstract

Social, emotional, and behavioural disorders of children, within the context of a whole-school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure four behavioural traits identified in local schoolaged children and the impact these have on their teachers and parents. Completed surveys were obtained from 914 members of school staff and 573 parents of school-aged children. This research, carried out by Chris Forlin and Paul Cooper of the Hong Kong Institute of Education, led to the identification of substantial levels of student behavioural problems in relation to educational engagement, motivation, co-operativeness and oppositionality. Evidence of emotional burden from these problems was also identified on parents and teachers. Discussion focuses on areas of potential stress in the school situation and possible points of influence in the home.

Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia

“…Children's social, emotional and behavioral difficulties can be challenging in a school setting, as these symptoms are often related to both educational engagement and achievement (e.g., Botha & Kourkoutas, 2016;Forlin, & Cooper, 2013). SEBD problems are most visible when they appear as disruptive behaviors in the school environment.…”

“…To avoid negative consequences, SEBD among students should be identified as early as possible (Forlin & Cooper, 2013). Both teachers and students would benefit from reliable screening methods and cross-informant agreement concerning the obstacles to school performance (e.g., Ruchkin, Kosopov, Vermeiren, & Schab-Stone, 2012).…”

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

“…Special education pre-service teachers' beliefs have also been investigated (e.g., Leyser, Zeiger, & Romi, 2011). Pre-service and in-service general education teacher concerns about inclusion of learners with SEN in mainstream classrooms (e.g., Ahsan et al, 2013;Forlin et al, 2014;Forlin & Cooper, 2013;Sharma, Forlin, & Loreman, 2008) as well as teacher attitudes (e.g., Ahmmed, Sharma, & Deppeler, 2012;Avramidis & Norwich, 2002;Forlin, Loreman, Sharma, & Earle, 2009) to inclusion and to teaching different school subjects in inclusive classrooms have been examined. Investigations of pre-service and in-service foreign language teachers' beliefs have targeted multiple aspects of teacher classroom behaviour and instructional practices (e.g., Kissau, Algozzine, & Yon, 2013;Kissau, Rodgers, & Haudeck, 2014).…”

E-Learning für Inklusion – Konzeption einer digitalen Lernumgebung für die schulische Praxis

“…Das Professionswissen interagiert mit den affektiv-motivationalen Aspekten (Baumert & Kunter, 2006) (de Boer et al, 2011;Ellinger & Stein, 2015), scheinen Angebote zur Erweiterung der professionellen Handlungskompetenzen hinsichtlich herausfordernder Verhaltensweisen ein wichtiger Faktor gelingender inklusiver Professionalisierungsprozesse zu sein (Leko & Roberts, 2014). Forschungsergebnisse weisen darauf hin, dass Angebote des PD, in denen die Lehrkräfte Wissen und Skills zu Verhaltensproblemen aufbauen, auch als vielversprechend hinsichtlich der Veränderung affektiv-motivationaler Merkmale einzuschätzen sind: Verfügen Lehrkräfte über ein angemessenes Repertoire geeigneter Handlungsstrategien im Umgang mit Verhaltensproblemen, in dessen Anwendung sie sich als erfolgreich erleben, steht dies in einem positiven Zusammenhang mit der Einstellung zu Schüler:innen mit Verhaltensproblemen in der schulischen Inklusion (Forlin & Cooper, 2013) und zu schulischer Inklusion generell (Forlin et al, 2008;McLeskey et al, 2001). International zeichnet sich PD, das im inklusiven Kontext zur Veränderung von Lehrkraftkognitionen, affektiv-motivationalen Voraussetzungen des Lehrens, unterrichtlichem Handeln, Schüler:innenleistungen sowie schulstrukturellen Aspekten führt, vielfach durch die Verbindung von Selbststudium und Präsenzveranstaltungen aus (Leko & Roberts, 2014;Leidig et al, 2016).…”