Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of…

It is stated that the "School Change" sanction should be applied to secondary school students if the acts listed in Article 55th of the Regulation on Pre-School and Primary Education Institutions of the Ministry of National Education are committed. Although the aforementioned Regulation states that the student behavior evaluation board…

This paper examines and compares national policies on school exclusion, using a specific framework for public policy analysis developed by Carol Bacchi [(2009). Analysing policy: What's the problem represented to be? Frenchs Forest: Pearson]. This framework is known as 'What's the problem represented to be?' or 'WPR'. Bacchi's framework has been…

Concerns regarding levels of stress and increases in the prevalence of mental health issues have focused mainly on the general well-being of the teaching workforce. In contrast, this paper examines the issues around well-being potentially associated with the support of children whose distress may present as behaviour that challenges. In doing so,…

This paper will explore the ways in which behaviour features in the accounts of 'off rolling' processes in schools in England volunteered by participants -- senior school leaders, SENCos and parents, in an ongoing multi-stranded research project. In addition to analysing these accounts, this paper draws on contextual features and concepts such as…

Children who are currently, or were previously, 'looked after' by the state, are educationally disadvantaged, with exclusion rates historically higher than in other groups in the UK. A conventional way of thinking about these children is that they have been affected by trauma and attachment issues in their early years, and that they import their…

Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary practices towards a positive and supportive approach to student behaviour. Although around half of state schools in Queensland have received training to implement…

The relationship between mental health problems, Autism Spectrum Disorder (ASD) and challenging behaviour among children and adolescents is complex and multifaceted. The study investigated practitioners' perception of comorbidity of mental health and ASD in the management of challenging behaviours among children and adolescents in Kenya. Target…

Disturbing, problematic, or challenging student behaviour is said to be among the greatest challenges facing today's school life. However, despite the apparent commonsensical nature of the issue, there is no commonly agreed upon definition for such events, and there is often very thin analysis of what actually becomes disturbed, challenged, or…

This paper contributes to our growing understanding of the processes underpinning contrasting rates of school exclusions both within and across the different jurisdictions of the UK. Wales is often compared favourably to its larger neighbour England, where rates of permanent exclusions have risen dramatically in recent years. One explanation for…

The intended purpose of physical restraint, seclusion, and time-out rooms in schools is to intervene in a crisis when the behaviour of a student poses an immediate or imminent, and significant threat to physical safety. While the use of physical restraint, seclusion, and time-out rooms is intended to provide protection from immediate physical…

There has been growing concern about the rising numbers of students being excluded from school in England -- a trend that is often set against the declining levels of exclusion elsewhere. In Wales and Scotland, for example, numbers of students permanently excluded from school have fallen dramatically. However, we argue that simple system-level…

Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to…

Aim: This paper aims to discuss the link between childhood trauma and young people's disruptive behaviour in the classroom, and argues that teachers should receive training on 'attachment aware' approaches to help them respond effectively. Rationale: Two inter-connected problems affecting the UK education system are the number of young people who…

Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children's development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP.…