EDUC3620 Assignment 3 Jake Dowsett

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Key wider educational issues connected with behaviour in educational settings

Introduction

The educational environment is an influential space which impacts on the development and behaviours of a
child. Teaching is a complicated, multi-dimensional occupation which requires educators to not only meet the
diverse needs and abilities of the classroom, but to also consider the varying emotions and behaviours of
individuals which contribute to the classroom dynamic. Therefore, it is important that educators understand
the appropriate responses to these different behaviours and the potential causes of it in order to adopt
effective strategies to promote student engagement in the learning process. If the teacher is successful in their
practice of understanding the influences on student behaviour, they have a greater chance of promoting
positive behaviour which encourage learning among students. Identifying students behaviours within a
classroom setting can enable the educator to choose activities, or preventative measures which promote
effective learning among students with these differing behaviours (Cook & Odom, 2013). This paper examines
the risk and protective factors, mental health related to behaviour, and the effective and ethical practice
within an education setting. These three sub-categories are only some of the external influences of a child’s
behaviour which is important to understand for teachers that are trying to promote a positive, and inclusive
learning environment for all students. Meeting the diverse needs of the classroom is something that requires
planning and trial and error, as is not a one size fits all method when meeting the needs of students with
disorders like, Attention Deficit Hyperactivity Disorder (ADHD), and Autism Spectrum Disorder (ASD).
Identifying the ethical and effective educational practice and policy allows teachers to be guided by these
guidelines in order to provide quality education for all.

Student behaviours of concern: risk and protective factors

It is important that student behaviours, actions, and development can be identified by teachers to ensure they
are successful in responding to students needs and well-being. Student behaviour is a main indicator of a
students needs and well-being as their behaviour can be a response to these factors. Environmental factors
are described as risk and protective factors which contribute to student’s mental health. Risk factors like poor
student teach relationships, bullying, violence, low expectations, and irregular school attendance are some
factors that increase the probability of poor mental health among school students (Mind Matters, 2018). The
presence of risk factors does not determine whether an individual has mental health difficulties, but increasing
the amount of protective factors as an educator can impact the resistance of developing mental health issues
(Mind Matters, 2018). Peer victimisation and bullying in children is associated with poor mental health in

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adolescence, showing a correlation that this trauma in early years can affect the future well-being of an
individual (Rigby, 2012). A study discovered that 77% of students in the adolescent phase reported being
bullied (Tariq & Tayyab, 2011). Due to the physiological, psychological, social, and emotional development
during the adolescent phase student are vulnerable to the effects of bullying. The well-being of students in
adolescence is heavily relied on their peer relationships and acceptance which can often result in depression,
low self-esteem, and social isolation (Tariq & Tayyab, 2011). The legitimacy of social, emotional behavioural
disorders (SEBD) and emotional behavioural disorders (EBD) labels can be attached to students which effect
their well-being if the required support is not met. A teachers knowledge of effective strategies to deal with
disruptive or challenging behaviours; certain aspects of practice by educational psychologists directly help
support children with SEBD (Armstrong, Elliott, Hallett, & Hallett, 2016). This policy focuses on practices which
best support SEBD and EBD affected students to promote engagement and support student needs within the
classroom. Likewise, students with ADHD succumb to having smaller frontal lobes which are responsible for
generating functions like impulsive control; this effects the ability to be mature in some sufferers as a result
of this developmental disorder (Gillberg, 2010). ADHD can affect a student’s ability of executive functions like
self-regulation, as well as, motor coordination, language, behaviour, sleep, and mood (Berger, Slobodin,
Aboud, Melamed, & Cassuto, 2013). These risk factors and behavioural issues can impact student’s ability to
participate in learning outcomes at the same rate of other students; therefore, it is important that teachers
know their students and are able to negotiate more achievable learning outcomes. Coexisting disabilities
create more functional limitations, psychological factors, and vocational rehabilitation for each disability, thus
requiring more treatment and effects than having a single disability (Heard, 2011). being diagnosed with a
disability increases the risk of developing substance abuse due to emotional, physical, or cognitive problems
that may negatively affect their disability (Janikowski, Donnelly, & Lawrence, 2007). In particular if a student
ADHD, Autism Spectrum Disorder, and anxiety coexisting it is important to carry out the health professionals
guidance; these particular cases with multiple disorders require constant evaluation in an attempt to find the
‘sweet spot’ where they can all coexist with their needs being met (Shapiro, 2006).

Teachers can influence student’s behaviours and the risk factors they are susceptible to by promoting
protective factors within their classroom and when coming into contact with students. Protective factors that
promote student well-being are important for teachers to identify at the start of their career and continue to
promote this in all they do as an educator. Providing things like a safe environment, supportive relationships,
clear policies on behaviour, available support, connections to caring adults, school respects diversity, and
positive behaviour approaches ensure that. Ensuring teachers that teachers hold high expectations for all
students to avoid negative behaviours that may result in student labelling which consequently can affect a
student’s self-image. Jussim and Harber (2005) suggest that positive teacher expectations regulate students
willingness to learn, whilst the impact of negative stereotypes can lead to the fulfilment of this label in regards

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to behavioural issues. Behaviours which cause students to exclude themselves from the educational process
predominantly occur as their diverse needs are not being met by the teacher (Tomlinson, 2014). This
demonstrates the importance educators have to build a relationship with students in order to understand
their capabilities and learning needs within the classroom. The developmental approach to attention disorders
can assess the characteristics associated with attention and how different risk and protective factors influence
these temporal changes (Berger, Remington, Leitner, & Leviton, 2015). These protective factors link to the
application and adaption of the Australian curriculum which needs to promote learning with appropriate goal
setting for negotiating the curriculum to meet the needs and outcomes of special needs students; this ideology
is further explained in the recommendations paragraph.

The relevance of mental health when considering behaviour in education

settings
As an educator it is important to not just view disruptive behaviours as negative behaviours, as mental-health
and disabilities have a large impact on student’s behaviours within an educational setting which justifies the
relevance of mental-health within an educational institute. Mental health is a common influential factor to a
student’s well-being and desire to perform academically by engaging in a classroom setting, which can be
viewed by teachers as poor, negative, and challenging behaviours. Poor mental state is known to contribute
and overlap with differing behaviours and disabilities. Externalised behaviours displayed by students with poor
mental-health can promote labelling by the teacher as they perceive negative impressions of ability, and lower
expectations as a result of these differing behaviours (Anderson, 2018). It is important that educators attempt
to uncover the underlying issues of student behaviour in order to be able to support their learning goals, rather
than viewing these behaviours as a disruption. Mental-health problems among students are often mislabelled
by adults as behaviour issues due to the externalised behaviours displayed (Bayer, et al., 2012); therefore, it
is of the upmost importance that the signs of poor mental-health are flagged and monitored in order to ensure
student well-being. This mislabelling of student behaviour has a negative effect on future outcomes for
students due to the exclusion within the classroom as a result of their externalised behaviour (Armstrong,
Elliott, Hallett, & Hallett, 2016). Educators should be vigilant of poor mental health and well-being signs among
adolescents as a study found that nearly 50% of adult mental health disorders are developed in teenage years
(Davidson, Grigorenko, Boivin, Rapa, & Stein, 2015). This highlights the importance of limiting the risk factors
which have negative impacts on student’s mental state. In addition to this, a study discovered that only 1.6%
of the surveyed students found that symptoms of mental health problems did not affect learning, with a
remaining 98.4% of the surveyed participants found that there were symptoms of poor mental health which
impacted learning abilities (Headspace, 2016). Teachers must be aware of the effects mental health and the
symptoms of this issue in order to promote positive learning environments where risk factors are minimised,

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and protective factors are enhanced. Mental health is an increasing risk for students as the excessive exposure
to social media enhances the effects of risk factors like bullying, low self-esteem, low self-worth, and body
image scrutiny; however, the social media platform can also be used to connect with others and build
friendships, as well as access online help and counselling making it more accessible.

Recommendations for ethical and effective practice and policy

Schools and educators must adhere to the relevant ‘Standards for curriculum development and accreditation
and delivery’ policy for disability standards for education in order to deliver a curriculum which does not
discriminate against those students with impaired abilities (Ruddock, 2005). An educator must take reasonable
steps to ensure students with or without disabilities are able to participate in the learning process; this
adjustments may be necessary to ensure students with special abilities are able to participate in learning on
the same basis as those whom do not possess a disability (Ruddock, 2005). This policy (Standards under
paragraph 31 (1) (b) of the Disability Discrimination Act 1992. Part 6) outlines the requirement for teachers to
promote the curriculum in an ethical matter to ensure all students needs are met within the classroom.
Schools may also develop their own policies in regards to other issues relating to school life, these policies can
concern bullying, school uniform, use of ICT devices, and other behaviours or policy concerns which students
and teacher must abide by. This policy also concerns students with SEBD and EBD whereby the needs of these
individual students need to be met in order to promote equal education for all. Teachers must be aware of
the signs of various disabilities, including social issues, emotional issues, behavioural issues, and mental illness,
to ensure their students well-being is at the forefront of their concerns; there is various support systems in
place to help teachers who have concerns with this. If family, friends, and school support does not seem to be
improving the well-being of a student, the teacher can contact the Child and Adolescent Mental Health
Services (CAMHS) where professionals can provide assistance for the individual and family. An functional
behaviour assessment/analysis is conducted by a professional in the area of concern where the behaviour is
identified and a response to intervention (RTI) is developed to produce a guide to identify educational factors
that promote increased academic abilities among the individual (Opartkiattikul, Arthur-Kelly, & Dempsey,
2016; Watson, Gable, & Greenwood, 2011). Providing students with a negotiated curriculum where possible,
promotes the engagement and enjoyment of learning as students have an individual choice of what they wish
to learn about whilst still meeting the curriculum standards. This negotiated curriculum can promote self-
efficacy and self-regulation as students are driven to achieve in their studies as they chose their learning
pathway; this can be helpful in positive emotions towards education and engages students in the learning
process (Yazid, et al., 2014). This negotiated curriculum can also be used to develop competency in some
students with disabilities, however, this must be carefully done as some students with disabilities have the
need for structure to be in place.

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Being a teacher it is expected that you know your students and how they learn; but building a positive
environment goes past this, teachers should build meaningful relationships with their students in order to
promote positive responses to learning (Woollacott, Booth, & Cameron, 2013). Teachers who build a repour
with students are able to successfully know their students interests and how they can most effectively engage
them in the learning process. Therefore, building professional relationships with students enables teachers to
create positive impacts on students within the classroom. A recent widespread tendency for educators has
been shifting the focus away from the centralisation of negative student behaviour in substitute for positive
reinforcement for the positive behaviours seen within the classroom (Miller & Porter, 2004). This positive
reinforcement encourages the desired behaviours within the learning process rather than disregarding those
with differing behaviours form the learning process. However, it is important that teachers maintain order in
the classroom which manages and promotes the safety and well-being of students, reiterating that teachers
must know their students in regards to behaviour to determine mental health, or well-being issues that may
arise. Positive reinforcement within the classroom contributes to promoting a positive learning environment
where students are valued within the process of learning. Educators should start by setting up a class rule
structure where both students and teachers have an input (Sun, 2015); including all students in this process
ensures that all students help construct the rules of the classroom. These rules should outline expected
classroom behaviour, and having students sign a pledge can help them remain accountable for their actions
when the rules are broken. This positive classroom environment helps students feel safe to participate and
collaborate as there are safety structures developed within the agreed rules to prevent any unwanted
behaviours in the classroom. As per Maslow’s Hierarchy of Needs, safety is a human need in order to be
emotionally ready to learn, thereby providing a safe environment ensures all students feel welcome and safe
within the classroom and wider school (Oved, 2017). Restorative justice should be at forefront of behavioural
management in the classroom in order to keep a positive learning environment within the classroom. This
behaviour response works on repairing harm done rather than providing the student with a negative response
to the behaviour; this provides a focus on the repairing the behaviour rather than a focus on punishing the
person (Armstrong, Elliott, Hallett, & Hallett, 2016). The purpose of this approach to behaviour is to repair and
build a relationship between both parties to ensure this behaviour does not occur again (Hopkins, 2002); using
a friend as support system in this instance is suggested for the person affected by the behaviour.

Conclusion
Relationships for learning promotes the understanding of disabilities, the symptoms educators should be
aware of, and the allied professional’s teachers encounter through their careers. Graduating teachers may
need to investigate different ways of changing the curriculum to suit the needs of various disabilities and needs
within the classroom. Being an effective educator requires a high level of knowledge not only in subject areas

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but also in the diverse needs of the classroom. The Australian Institute for teaching and School Leadership
(AITSL) outlines teaching standards in regards to knowing students and how they learn, in special regards to
knowledge and understanding of intellectual development and characteristics of students and how this affects
learning (Australian Institute for Teaching and School Leadership, 2011). It is evident that relationship building,
and positive reinforcement are qualities which an undergraduate teacher should be attempting to use and
develop these skills to become an effective teacher. In addition to this having a restorative justice plan in place
ensures that children can be supported, and behaviours can be managed through restoring piece among peers.

References
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Armstrong, D., Elliott, J., Hallett, F., & Hallett, G. (2016). Understanding child and adolescent behaviour in the
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