Nurturing in a year 4 class : a reflective journey with children with SEBD

Abstract

Numerous studies indicate that the rising concern of disruptive behaviour amongst children is an increasing, complex problem faced by many teachers (Cefai et al, 2008). Conversely, different studies demonstrate that some teachers are managing to implement an inclusive approach with children with social, emotional, behaviour difficulties, by eliminating any threat of failure or segregation in their classrooms thus every child feels understood and encouraged to modify inappropriate behaviour (Olsen & Cooper, 2001). Limited studies exist about this situation in the Maltese schools (Abela & Smith La Rosa, 2007). This qualitative research tries to shed more light on the dilemma faced by Maltese teachers when striving to teach an exhausting syllabus whilst implementing a truly inclusive attitude. Although attentive to how perplexing and complicated including all children can be, the aim of the journal of daily reflections on classroom experiences with children with SEBD is to provide an encouraging and positive approach for teachers. The accounts suggest that by nurturing the pupils' feelings and helping them recognise their emotions, the children were encouraged to alter their behaviour and the teaching objectives were reached. This research supports the findings of the recent national quantitative study by Cefai et al (2008) that when teachers manage to meaningfully, include pupils with SEBD the behaviour is positively modified.