The learning support zone : teacher's perceptions and expectations

Abstract

Student misbehaviour is a growing concern in a number of secondary schools. Schools are providing various kinds of support to help students who are facing difficulties and are a cause for concern. One such service is the Learning Support Zone which is a school-based facility that provides short term support programmes tailored to meet the individual needs of students who are experiencing social, emotional and behavioural difficulties. The aim of this study, undertaken during 2011 - 2012 was to critically understand mainstream teachers' perceptions and expectations of the programmes and types of intervention and support offered at the Learning Support Zone (LSZ). Keeping in mind that an effective LSZ should be an integral part of a school's behaviour management policy and recognises that all teaching and support staff can benefit from and contribute to its work, this study looks at LSZs from the mainstream teachers' point of view. It aimed at evaluating their awareness and experiences of having an LSZ provision in their school. A sample of eighteen teachers and members of the administrative staff from two boys' secondary schools took part in this research. This study revealed that while some teachers from both schools still don't fully understand the concept of the LSZ provision, or don't agree with its philosophy, some are positive it can have beneficial effects on the individual students and on the school as a whole. However, this study also revealed that for the LSZ service to function to it full potential, certain changes need to be made.