The article mentions that schools do not obtain enough resources or specific training to facilitate support for these pupils. There is an urgency to adopt a psychological perspective, to increase the functionality in the classroom.

Geddes (2006) and Bombèr (2007) both recommend an attachment approach in tackling disruptive behaviour alongside psychotherapeutic elements. The article states the need for reflection; this can help to expand the number of individualised intervention plans as teachers will have an evolved understanding of a specific learners needs. Youell (2006) proposes the reflective nature of this approach can create more informed responses to disruptive behaviour from teachers. 

That aside, I do find this reading very interesting, due to the inconsistencies in teachers’ perspectives of disruptive behaviour and their short-sighted lack of connection between behaviours and neurological factors. I completely understand how an unsettled child can be an added stress factor for an already overworked teacher, but this is no excuse for ignorance and disregard for the emotions of the individual child. I consider this a major failing.

A minority of responders had received training in attachment theory, with a minority of those linking attachment theory to disruptive behaviour. I find this quite shocking and frustrating, both for the child and teacher. It indicates a lack of knowledge and care in understanding the child. The majority of replies were returned by head teachers, so my initial thought that this is the view of frustrated older generation teachers is unlikely. I’m surprised that headteachers think that the students can have total control of their behaviours at school, suggesting that they feel the behaviours are deliberate. Their answer to this is to use discipline to teach the child consequences of behaviour. At what point in this has anyone, (and we are talking about professionals here!), considered the aetiological reasons and root cause of the initial restlessness? 

The most positive finding I can take from this study is the realisation that perhaps females may have more awareness of psychological underpinnings that males. This does warrant further is as schools could adapt their wellbeing support to reflect this. 

Table 4 shows that responders have an awareness of factors contributing to behaviour, however the results show that they consider them to bear no relation to the child’s ability to control themselves in the classroom. I am baffled and angered by this. There is a big difference in having an awareness of factors, and a deep knowledge about those factors. These two must marry if the child is to be understood and have their basic needs met, in order to learn (Maslow, 1943).

Its deeply troubling that, according to the report, more teachers than ever are leaving their roles due to challenging classroom behaviour, when an understanding, more specific training, more staff and support could be the answer. However, again we come down to lack funding in education in supporting staff and subsequently providing a positive learning experience to all students. 

People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on kids, adults, and communities.

The Future of Children (2017) Social and Emotional Learning. 27 (1, Spring) Available at : https://futureofchildren.princeton.edu/ 

It is claimed that major failings from a lack of communication by Norfolk County Council’s children’s service, left Child V and her older brother vulnerable to abuse by their father (Grimmer 2018). Missed opportunities by professionals prevented appropriate safeguarding measures being taken that could have prevented Child V’s death. Inexperienced practitioners and optimistic attitudes from the over-stretched service resulted in Child V being shaken to death by her father, despite a history of domestic abuse.  

Established in 2003, Jacaranda Recruitment Ltd have aimed to:

-        Provide learning and development courses in social pedagogy to support providers of social services and to provide a stable workforce who can work relationally and holistically.

 -        Provide guidance for social pedagogic projects.

-        Continue their Involvement in the development and set-up of the Social Pedagogy Professional Association and the Social Pedagogy Development Network.

 

On their website there are a number of useful resources.

Weekly seminars are held where speakers are invited to discuss their work related to these themes mentioned above. 

Amber

2.       The network is based around Parallel Action (Burns, 2007) – This suggests that those follow something that matters to them are more likely to make changes occur.

3.       The events also include pedagogical activities for those who attend, this is to help the attendees gather a better idea what social pedagogy is about.