/library/oar/handle/123456789/26825 2026-06-21T08:21:34Z 2026-06-21T08:21:34Z Cefai, Carmel Cooper, Paul Camilleri, Liberato /library/oar/handle/123456789/6260 2018-03-27T13:18:02Z 2009-04-01T00:00:00Z

Title: Social, emotional and behaviour difficulties in Maltese schools Authors: Cefai, Carmel; Cooper, Paul; Camilleri, Liberato Abstract: This paper reports the first national study of social, emotional and behaviour difficulties (SEBD) in Maltese schools. The study secured a sample of ten percent of the school population in state and non-state primary and secondary schools in Malta and Gozo, with 7000 students and their respective class teachers and parents selected to participate in the study. The study sought to explore the nature and distribution of SEBD in Maltese schools; to examine the relationships between SEBD and socio-cultural factors as reflected in the school, family and community contexts, and identify the risk and protective factors for SEBD. This paper presents the key findings of the study, and makes various recommendations in the prevention and management of SEBD and the promotion of socioemotional literacy in schools. A key message is the complexity and multi-factorial nature of this phenomenon, and the need for multilevel, multisystemic interventions.

2009-04-01T00:00:00Z Hughes, Lesley /library/oar/handle/123456789/6007 2015-10-31T02:04:18Z 2009-04-01T00:00:00Z

Title: Engaging students with ADHD in mainstream education : lessons from children, parents and teachers Authors: Hughes, Lesley Abstract: The move towards inclusive education in the UK (DfEE 1997; DfEE 2004a), and more recently integrated working (DfES 2003), has resulted in the development of a national framework calling for a change to the way organizations meet the needs of children. The Children Act (DfEE 2004b) provides the legal framework to legislate for these changes at national and local levels, and local service providers are required to work in partnership to provide a coordinated and coherent system of support aligned to the child’s evolving needs. This paper reports on empirical findings taken from interviews with children with ADHD, their teachers and parents, to highlight what they perceive to be effective in providing support for the children in their learning environment. Examples are drawn from environmental, personal, organizational and structural factors that are believed to influence the children’s behaviour. Suggestions are made over areas that need to be considered when setting up integrated services and how these can influence effective support for children.

2009-04-01T00:00:00Z Cole, Ted /library/oar/handle/123456789/6005 2015-10-31T02:04:03Z 2009-04-01T00:00:00Z

Title: Identifying and engaging 'disengaged' and 'disruptive' students Authors: Cole, Ted Abstract: This paper outlines concerns in the UK about students who are disruptive in class and/or disengaged from the normal educational process. After discussing who these students are and estimating their numbers, the paper looks at recent research on how best to meet their needs. This research indicates the appropriateness of the British government's recent softening of its position on 'inclusion'. The studies cited indicate that far more can be done in 'normal' school settings to promote engagement but that special provision can sometimes be more appropriate. If social inclusion as adults is the overarching aim, what matters more than the physical location of the education offered are the qualities, skills, commitment and energies of the professionals involved. The values of staff, the quality of their relationships with the students and their imaginative, flexible delivery of appropriate curricula are crucial, as is the need to support these professionals in their demanding task.

2009-04-01T00:00:00Z Farrell, Peter Humphrey, Neil /library/oar/handle/123456789/5999 2015-10-30T02:05:02Z 2009-04-01T00:00:00Z

Title: Improving services for pupils with social, emotional and behavioural difficulties : responding to the challenges Authors: Farrell, Peter; Humphrey, Neil Abstract: This paper considers some of the major challenges facing key stakeholders, including teachers, professionals working in support services, parents and pupils, as they strive to improve services for children with social, emotional and behavioural difficulties (SEBD). For each of these challenges (working with families, low educational attainments, including pupils with SEBD in mainstream schools, transition from school to college or employment, early intervention and prevention) we review research evidence, mainly from the UK and USA, and discuss possible solutions. A key theme in the paper, discussed in the concluding section, is that governments, local authorities and schools, should use the research evidence to develop carefully planned and evidence based interventions that will lead to sustained improvements being made in the education of vulnerable young people.

2009-04-01T00:00:00Z