ABSTRACT
This chapter provides a way of considering behavioural issues in schools by examining students' behaviour within the context of their engagement with the learning environment. The nexus among learning difficulties, mental health presentations and behavioural issues is well documented. Whether and how a child's behaviour is defined as challenging, disruptive or otherwise problematic is entirely reliant on the context and interpretation of that behaviour. Both curriculum and behaviour management approaches can be placed on a control continuum. Similar to the relationship between teaching and classroom management, teachers might reflect on their respective foci of "managing" and "teaching". Many classroom management models rely on behavioural systems based on consequences, for example, gold stars and prizes for "good" behaviour and punishments such as suspensions and expulsions for "bad" behaviour. Additionally, rewards that seek to control behaviour and undermine self-determination are ineffective as are rewards that cannot be sustained over time.
