Teacher strategies for eﬀective intervention with students presenting social, emotional and behavioural diﬃculties: implications for policy and practice
Robust evidence explored in the accompanying review paper shows that, with appropriate support, teachers can make a positive contribution to dealing effectively with the challenges of social, emotional and behavioural difficulties (SEBD). Furthermore, the skills and qualities associated with effective teaching contribute to the development of students’ social and emotional competencies and are thus both educational in the curricular sense as well as being protective against the development of SEBD. The benefits of improved levels of social and emotional competence will not only enhance the quality of educational engagement for school students and improve the social ambience of classrooms and schools, but will also have a positive resonance beyond schools in the wider society both now and in the future. It follows that teachers, and other school-based professionals, should receive pre-service and in-service training in these approaches, and be encouraged to adopt some of the rigorous evaluation procedures which enable the effectiveness of intervention to be assessed. As is noted in the review paper, the psychological underpinnings of many therapeutically based approaches are highly compatible with a pedagogical approach, being in themselves based on theories of teaching and learning.