Teachers’ awareness of social, emotional and behavioural difficulties in primary schools

Abstract

This dissertation explores teachers’ awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires and semi-structured interviews; both carried out with teachers teaching Years 2, 3 and 4. This study revealed that teachers who supported a student with SEBD were more aware of strategies which could be used in the classroom setting than those who never supported a student with SEBD in their years of teaching. The two most common strategies mentioned were establishing a good relationship with the student and keeping daily routines consistent. Moreover, the results of this study showed that although primary teachers were aware of different strategies that could be used to manage students with SEBD, they all expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such difficulties more effectively.