Together to succeed : supporting children exhibiting challenging behaviour in a Cottonera primary school

Abstract

The main purpose of this study was to identity students exhibiting challenging behaviour in a Cottonera Primary mainstream school and promote effective models and strategies to support the students' learning and development. Three year six students were directly observed in the classroom and playground for one scholastic term to study the possible causes for manifesting oppositional behaviour as well as their relationships with professionals and peers within different contexts. Three weekly progressive journals, followed by three case studies, were formulated and sustained with personal reflections to observe any changes in the students' behaviour. The Boxall Profile Assessment was also administered with these three pupils to identify areas of difficulty they encounter as well as to be able to set appropriate, effective targets and support activities to help them. Semi-structured interviews with a number of stakeholders working in collaboration with the school under study and a parent, whose child attends the same school, were also carried out to gather different perspectives vis-a-vis the present situation in the school. Personal criteria were also taken into account. Furthermore, the present and future action plan offered in the school under study was evaluated and compared with schools situated in deprived areas in the U.K. Finally, possible ways to improve the students' behaviour and support teachers and learning support assistants to monitor their students better were suggested.