Behaviour management approaches for students with BESD: What works?
Teachers tasked to conduct lessons for students often worry about managing behavioural challenges. There is an added sense of concern when it comes to students identified with having Behavioural, Emotional and Social Difficulties (BESD). Literature review conducted in this paper showed that much of...
| Main Author: | |
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2015
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| Online Access: | https://eprints.nottingham.ac.uk/31186/ |
| _version_ | 1848794145952366592 |
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| author | Sukumaran, Shalini |
| author_facet | Sukumaran, Shalini |
| author_sort | Sukumaran, Shalini |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Teachers tasked to conduct lessons for students often worry about managing behavioural challenges. There is an added sense of concern when it comes to students identified with having Behavioural, Emotional and Social Difficulties (BESD). Literature review conducted in this paper showed that much of the debate on how to manage behaviour from students with BESD continues to exist with an absence of consensus. Thus, this research sought to investigate ‘what works’ with regards to managing behaviour from students with BESD. A qualitative, interview based study was designed to elicit perspectives and thoughts of both staff in schools and pupils with BESD with regards to what works. After employing thematic analysis to interpret the results, it was seen that participants found rewards, isolations and a positive school culture to be effective and necessary to sustain positive behaviour. Perspectives from staff in this research showed that whilst they agreed that positive attitudes and empathy were essential in developing positive changes in behaviour, their attitudes towards students proved otherwise. Restorative approaches were dismissed in favour of punitive and behaviourist approaches due to staff attitudes towards students that fed into the labels of BESD. Based on the findings, a discussion and possible implications for practice have also been included in this paper.
Keywords: BESD, behaviour management, pupil voice |
| first_indexed | 2025-11-14T19:11:33Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-31186 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:11:33Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-311862017-10-16T02:10:07Z https://eprints.nottingham.ac.uk/31186/ Behaviour management approaches for students with BESD: What works? Sukumaran, Shalini Teachers tasked to conduct lessons for students often worry about managing behavioural challenges. There is an added sense of concern when it comes to students identified with having Behavioural, Emotional and Social Difficulties (BESD). Literature review conducted in this paper showed that much of the debate on how to manage behaviour from students with BESD continues to exist with an absence of consensus. Thus, this research sought to investigate ‘what works’ with regards to managing behaviour from students with BESD. A qualitative, interview based study was designed to elicit perspectives and thoughts of both staff in schools and pupils with BESD with regards to what works. After employing thematic analysis to interpret the results, it was seen that participants found rewards, isolations and a positive school culture to be effective and necessary to sustain positive behaviour. Perspectives from staff in this research showed that whilst they agreed that positive attitudes and empathy were essential in developing positive changes in behaviour, their attitudes towards students proved otherwise. Restorative approaches were dismissed in favour of punitive and behaviourist approaches due to staff attitudes towards students that fed into the labels of BESD. Based on the findings, a discussion and possible implications for practice have also been included in this paper. Keywords: BESD, behaviour management, pupil voice 2015-12 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/31186/1/Sukumaran_Shalini_Dissertation.pdf Sukumaran, Shalini (2015) Behaviour management approaches for students with BESD: What works? [Dissertation (University of Nottingham only)] |
| spellingShingle | Sukumaran, Shalini Behaviour management approaches for students with BESD: What works? |
| title | Behaviour management approaches for students with BESD: What works? |
| title_full | Behaviour management approaches for students with BESD: What works? |
| title_fullStr | Behaviour management approaches for students with BESD: What works? |
| title_full_unstemmed | Behaviour management approaches for students with BESD: What works? |
| title_short | Behaviour management approaches for students with BESD: What works? |
| title_sort | behaviour management approaches for students with besd: what works? |
| url | https://eprints.nottingham.ac.uk/31186/ |