Understanding School Responses to Students' Challenging Behaviour: A Review of Literature
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| Title: | Understanding School Responses to Students' Challenging Behaviour: A Review of Literature |
|---|---|
| Language: | English |
| Authors: | Michail, Samia |
| Source: | Improving Schools. Jul 2011 14(2):156-171. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2011 |
| Document Type: | Information Analyses Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Suspension, Parent School Relationship, Student Behavior, Learner Engagement, Behavior Problems, Intervention, Behavior Modification, Educational Philosophy, School Responsibility, Student Participation, Discipline, Discipline Problems, Cooperation, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1177/1365480211407764 |
| ISSN: | 1365-4802 |
| Abstract: | This article explores the varied ways in which schools can respond to students who present with challenging behaviours and who are at risk of disengagement from learning. It sets out a typology of school responses and reflects on the philosophies which underpin each approach. In an effort to rethink the use of suspensions within schools, which contribute to the marginalization of children, the article highlights a range of alternatives to exclusionary practice. It outlines the key elements of approaches that are successful in reducing school suspension and makes evident the benefits of an approach that is tailored to the whole ecology of the child. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2011 |
| Accession Number: | EJ932850 |
| Database: | ERIC |
| Abstract: | This article explores the varied ways in which schools can respond to students who present with challenging behaviours and who are at risk of disengagement from learning. It sets out a typology of school responses and reflects on the philosophies which underpin each approach. In an effort to rethink the use of suspensions within schools, which contribute to the marginalization of children, the article highlights a range of alternatives to exclusionary practice. It outlines the key elements of approaches that are successful in reducing school suspension and makes evident the benefits of an approach that is tailored to the whole ecology of the child. (Contains 1 table.) |
|---|---|
| ISSN: | 1365-4802 |
| DOI: | 10.1177/1365480211407764 |
