Looking behind the desks: secondary school teachers' perceptions and strategies regarding the social participation of students with SEBD.
Saved in:
| Title: | Looking behind the desks: secondary school teachers' perceptions and strategies regarding the social participation of students with SEBD. |
|---|---|
| Authors: | Odescalchi, Christina1 (AUTHOR) christina.odescalchi@uni-graz.at, Gasteiger-Klicpera, Barbara1,2 (AUTHOR) |
| Source: | Emotional & Behavioural Difficulties. Dec2025, Vol. 30 Issue 4, p216-230. 15p. |
| Subject Terms: | *High schools, *Qualitative research, *Emotions, *College teacher attitudes, *Research methodology, *Student attitudes, *Teacher-student relationships, *Child behavior, Research funding, Interviewing, Descriptive statistics, Social skills, Videoconferencing, Data analysis software, Social participation |
| Geographic Terms: | Austria |
| Abstract: | Although the social dimension of inclusion is increasingly becoming a focus of research, little attention has been paid to teachers´ efforts to address the social participation of secondary school students with social, emotional or behavioural difficulties (SEBD). This study presents the results of 11 interviews with Austrian secondary school teachers and focuses on how they rated their SEBD students´ social participation and what strategies they applied in its promotion. The study reveals that teachers found their students´ social participation to be satisfactory and applied direct and indirect strategies to foster it. While teachers used various strategies to promote positive student interactions, SEBD students´ social self-perception, and their acceptance by classmates, they did not directly encourage the development of friendships. The indirect strategies employed by teachers included gaining support from colleagues and the school management, establishing close parental contact, making educational adjustments to meet students´ needs and developing trusting teacher-student relationships. [ABSTRACT FROM AUTHOR] |
| Copyright of Emotional & Behavioural Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
