Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Supporting Children Experiencing Social and Emotional Needs Who are Identified By School Staff as At Risk of Exclusion Due to Disruptive Classroom Behavior

  • Robert White, PhD (Author) Elizabeth City State University, USA & University of Glasgow, UK image/svg+xml
    Dr. Robert White was recently appointed as the E.V. Wilkins Endowed Professor in Education, at Elizabeth City State University. Dr White is a distinguished educator, researcher, and advocate committed to advancing equitable and transformative education. With a Ph.D. in Educational Studies from Durham University, specializing in Special Education and Educational Psychology, Dr. White has held roles at the University of Aberdeen, Queen Margaret University, East Tennessee University. His expertise lies in critical theory-informed educational leadership, emancipatory pedagogies, and inclusive education, showcased through global initiatives such as his role as the International Coordinator of Inclusion and Equity for the UNESCO Teacher Taskforce. An accomplished author and researcher, Dr. White's recently published book on Critical Theory Informed School Leadership underscores his dedication to advancing knowledge and practice. Beyond research, his impact extends to teaching, with courses like Emancipatory Educational Leadership, earning him accolades for teaching excellence. Dr. White's profound service to the academic community, including committee work and leadership roles, aligns with his passion for promoting diversity, autonomy, and agency. His rich academic journey is marked by innovation, equity, and a steadfast commitment to high quality culturally competent inclusive and equitable excellence in education.
DOI
https://doi.org/10.64546/jaasep.554
Abstract
The positive promotion of social and emotional wellbeing in schools can be seen as a means to lessen the impact of social difficulties and behavioral problems on educational engagement. This study employed a multicomponent, whole school approach to promoting positive social and emotional wellbeing. School personnel identified nine primary Key Stage 2 pupils (ages 8 - 10) who were at risk of exclusion due to their disruptive and aggressive behavior. These pupils attended five maintained primary schools located across England. Following analysis of four baseline data points for stability, the Building Schools of Character (BSC) program was commenced. During this period, classroom observations were conducted weekly over the course of one academic school year. All pupils showed a marked decrease in disruptive behavior and were no longer considered at risk of exclusion by staff. These findings suggest a whole school positive social and emotional development approach can decrease disruptive behavior in the classroom.
Keywords
At Risk Students, Behavior Problems, Elementary School Students, Foreign Countries, Intervention, Program Effectiveness
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How to Cite
White, R. (2024). Supporting Children Experiencing Social and Emotional Needs Who are Identified By School Staff as At Risk of Exclusion Due to Disruptive Classroom Behavior. Journal of the American Academy of Special Education Professionals, 19(2), 117-130. https://doi.org/10.64546/jaasep.554

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  • Submitted April 28, 2024
  • Published June 15, 2024
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