ABSTRACT
This chapter focuses on difficulties experienced by children who demonstrate features of social, emotional and behavioural problems in schools, and ways to minimise the incidence of problematic behaviour. The frameworks for understanding problematic behaviour in schools really matter. Antisocial or challenging behaviour is sometimes explained as a problem that stems from the child him/herself and/or his/her family. Behavioural methodologies hold that all behaviour is learned. Even in areas of disadvantage, good classroom management, as well as interventions with individual students, can make a difference to student behaviour, learning and life chances. L. Canter and M. Canter advocate that, as a teacher, we should be assertive in our approach to pupils and establish a classroom discipline plan with three parts: rules, positive recognition and consequences. Establishing the right to feel safe, learn without disruption, and be respected and treated fairly is essential as the basis for instituting rules and routines.
