What supports are effective to include children with challenging behaviours?

Abstract

This research explored the types of support that are seen to be effective to include children with challenging behaviours in primary schools together with the methodologies that are currently being used to include such children. A comparison between the present supports being offered and which supports are being used, sought to provide a clearer idea about the current situation in the local state schools. Semi-structured interviews were conducted with eight school personnel who work in the primary school sector and four representatives from organisations, which were Inspire, Autism Support Group, ADHD Support Group and Equal Partners Foundation. Although issues of challenging behaviours do cause a lot of stress to the teaching staff, interviewees pointed out that such behaviours do always communicate a need, and therefore one must try to understand and help these pupils. Findings also suggested the need for more training and awareness amongst the teaching staff about challenging behaviour, and the supports available to address such issue effectively. All participants agreed about the importance of having a system like the School Wide Positive Behaviour Support (SWPBS), where challenging behaviour will be prevented or reduced. Thus, school professionals, pupils and schools as a whole will benefit in having a positive learning experience.