Background

The stress which teachers experience, and the problems with coping in a dynamic and changing educational environment, have both been repeatedly acknowledged in the media. Furthermore, the number of children with difficulties who remain in mainstream schools (Warnock, 2005), the ‘scares’ about rising levels of antisocial behaviour and the climate of school improvement based on academic performance have all placed considerable pressure on teachers. This position is exacerbated by a lack of targeted funding for schools to develop adequate support systems.

To help teachers cope under these circumstances, Challenging Behaviour offers advice on both staff and pupil development by considering structural, personal and interpersonal dimensions. The aim of this approach, which is based on the authors’ own experience and work in schools, is to help staff become more effective ‘copers’ in respect of behaviour management, problem-solving, strategic decision-making and general relationships in school.

Academic achievement and behaviour

Challenging Behaviour is about improving pupils’ socio-emotional behaviour and as such does not discuss the academic dimension of schooling in detail. However, pupils who exhibit challenging behaviour in class are likely to underachieve and impair the achievement of others. Hence it follows that academic and social behaviour should be viewed as interdependent. Attempting to improve the social behaviour of pupils without marrying this to developing their academic skills is likely to result in short-term gains at best.