Factors leading to socio-emotional and behavioural problems within the first year in the primary classroom

Abstract

This study aims to analyse how SEBD students are included or excluded in the Maltese state mainstream primary classrooms. It delved into the characteristics and causes that SEBD pupils manifest. It also showed how our educational system is addressing the needs of such students. In so doing it delved into the National Minimum Curriculum document and explored the views of administrators, teachers and the students themselves. One primary school was selected to take part in the study. The required data for the research study was gathered by means of semi-structured interviews, participant observations and focus groups. Researching into the experience of professionals who deal directly with such students has showed that a nurturing and inclusive school ethos would help in supporting both the teachers as well as the students and improve our present situation. The work is split into three main parts. The first includes the Preamble, Introduction and Literature Review and provides us with the main ingredients that have fashioned my thinking. The second part of my study includes the Methodology in depth together with the analysis of data which was gathered through the interviews, participant observations and focus groups. Finally the last part of the study deals with different practical suggestions and puts forward a number of recommendations that need to be taken into account in order to improve the situation of both teachers and students who face SEBD.