Students with severe challenging behaviour in regular classrooms

Support and impacts

Mark Carter*, Jennifer Stephenson, Mark Clayton

*Corresponding author for this work

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing with challenging behaviour on the school community. A total of 51 students were identified as having severe challenging behaviour using very conservative criteria. In-school supports were most frequently used and rated as most efficacious. External supports services tended to be used less frequently and were rated as less efficacious. Parental support was seen as limited and a range of family factors was viewed to both facilitate and hinder support of students. A range of significant impacts on the school community was documented. The support of students with severe challenging behaviour in regular school settings will clearly present an ongoing issue and several suggestions arising from the present research are offered.

Original languageEnglish
Pages (from-to)141-159
Number of pages19
JournalAustralian Journal of Guidance and Counselling
Volume18
Issue number2
DOIs
Publication statusPublished - 2008

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