The behaviour of EBD pupils and their perceptions of the factors and processes that are significant in relation to their own behaviour and resulting placement in special education

Abstract

This research project involved the collection of data from pupils with Emotional and Behavioural Difficulties (EBD), who were not attending a mainstream school, in order to gain an improved understanding of their behaviour. The factors and processes that they perceived as having influenced their behaviour were explored and analysed from a broad theoretical base. Data were collected through taped interviews with the pupils and analysed both within individual cases in order to better understand individual pupil’s experiences, and also across cases in order to highlight common experience and perception. The results revealed that EBD pupils perceive a wide range of factors and processes within the school system, wider social systems and their own individual selves, as significant in influencing their behaviour, and they are often able to describe the nature of and motives for their behaviours in some detail. It is hoped that this research will contribute to the current theoretical debates concerning the behaviour of EBD pupils, and in addition that it will encourage professionals to value and respect the pupils’ own perspective, to improve techniques and strategies for obtaining these perspectives, and to use them to ensure appropriate and successful support or provision for these pupils.