EDUC 3620 - RELATIONSHIPS FOR LEARNING - ASSIGNMENT THREE

RESEARCH-BASED ESSAY – KEY WIDER EDUCATIONAL ISSUES CONNECTED WITH BEHAVIOUR

IN EDUCATIONAL SETTINGS
MARLEY FAIRCLOUGH – ID: 2151189

Behaviour remains a focus amongst policies, practices and intervention strategies implemented within
Australian Educational settings. International and National studies by both Cooper (2010) and Sullivan (2014)
suggest the need for positive change to Educational practice, with particular focus on ‘mainstream’ classroom
environments enacting ethical practice and inclusion for students who present with Social, Emotional Learning
and Behavioural Difficulties (SEBD), Disabilities, Cultural differences, Mental Health Issues and external factors
beyond the schooling environment (Sullivan alt, 2014). The complex nature of ‘mainstream' classrooms
presents itself with varied student requirements, especially when considering the range of Physical, Intellectual,
Communicational and Emotional Executive Functioning skills that student present within a classroom dynamic.
Emphasis can be placed on Social Justice practices to learning within educational systems, as student conduct is
both a practical and ethical issue. Educators have raised deep concerns that children presenting with difficulties
affecting behavior are subject to exclusion or marginalization within the classroom environment, with this
having significant implications to a child's social, cognitive and capability development (Armstrong et al.
(2016). Sullivan (2014, p.44) further recognizes the ‘importance of creating classroom conditions that promote
academic engagement, as a crucial factor in establishing a productive school and classroom behaviors.’
Teaching practice requires attention to the Biological, Cognitive and Social developmental processes that
through interaction with educational practices and environments, enables students to become well-established
self-controlled, self-regulated and responsible lifelong learners (Sullivan, 2014).

The investment of safe, productive and inclusive education for all students requires an understanding of the
how environmental factors within a school, home or community settings can impact on student behaviors and
associations within a classroom setting (Armstrong, 2012). Sources of behaviors stem from differing
circumstances, ranging from family breakdowns, domestic violence or neglect, socioeconomic status, cultural
underpinnings to forms of bullying, peer rejection and anti-social peer groups. In particular, students who
present with Social, Emotional and Behavioural difficulties and students with diagnosed disabilities, including
Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are at a higher risk of
experiencing distressing circumstances in a schooling environment. This issue poses significant implications for
students social interactions with peers and teachers; with the effects of social disengagement having the
potential of further consequences to a student's academic achievement, along with significant effects on one's
Mental Health and Wellbeing (Armstrong, 2014). Students can begin to feel no sense of belonging and develop
poor connections to the educational environments, isolating themselves from social interactions, class
discussions and become disengaged from learning activities if concerns are not recognized and dealt with
appropriately (Armstrong, 2014). It can be noted that, adolescents do not pose the cognitive skills necessary to
cope with challenging situations they may be exposed to and are at a high risk of venerability when trying to
overcome such challenges; therefore ‘unproductive' actions that occur within the classroom and school
environment cannot be fully placed on the student (Cooper, 2011). Cooper and Jacobs (2011, p.78) identify
‘unproductive' behaviors as ‘behaviours or emotions that deviate so much from the norm that they interfere
with the child's, growth and development.' Functional Behavioural Assessments can help to evaluate whether a
child's persistent ‘unproductive' behaviors are due to unmet needs in the classroom or unrecognized social,
emotional or behaviors difficulties (SEBD) and if so what steps must occur to address their specific needs
(Armstrong et al, 2016).

Subtle interpersonal strategies implemented by educators within daily practice, help to shape a positive
classroom culture while maintaining authority among the students. The influence of positive educators, via
daily student interactions, becomes a profound foundation for student development that works to create a
secure and warm classroom climate that sustains positive behavioral norms (Armstrong et al, 2016). The
challenge rests in facilitating an orderly and productive classroom with strong class values, it can be said that to
enhance the quality of all children's learning, their motivation to learn and the quality of their educational
experience must be a priority. It is about instilling a professional practice and protocols that foster effective,
research-informed, flexible and ethical learning environments and work to cater to each student's individual
needs (Armstrong et al, 2016). Positive reinforcement becomes pivotal in shaping behavior and motivation in
the classroom and can be used as a valuable tool to encourage behaviors and relationships for effective learning
(Cooper, 2011). Having an approach in practice that responds to children's negative behaviors in a manner that
is firm, consistent and compassionate, while adopting an unconditional positive regard for all students. The
provision of positive relationships between educators, students, and peers contributes to a class environment
that fosters belonging and acceptance, therefore it is fundamental that teachers know their students are what
motivates there negative behaviors in order to provide ongoing support and implement intervention strategies
if required. If to experience difficulties in behavior management, educators must consider what is acceptable
classroom behavior by considering what behaviors support engagement in learning and schooling more
generally (Sullivan alt, 2015).

Fundamental to student behavior concerns, students Mental Health must be considered when making a
decision on a child's negative or challenging behaviors in education settings. Children who exhibit Mental
Health problems are likely to have difficulty in engaging in the school experience, with the absence of effective
intervention strategies placing students at a greater risk of experiencing a deterioration in their presenting
difficulties as they move towards and through the adolescent years (Cooper, 2008). Armstrong et al (2016)
indicates that many children who display challenging or aggressive behaviour are at risk of increased Mental
Health Difficulties, however it is also important to remember that challenging behaviour does not always
manifest in outwardly disruptive terms, rather extends to ‘internalizing' behaviours that cause-effect to
individuals own safety and well being (Cooper, 2008). It is a source of concern that the prevalence rates for
Mental Health problems among young adolescences have risen dramatically over the past decade, with around
one in seven (13.9%) of students presenting with social, emotion and communicational difficulties (Cooper,
2008; Lawrence et al, 2015).

Mental Health problems among children and adolescences occur in association to educational failure, family
disruption, antisocial behaviour, along with disorders including Anxiety, Phobias, Depression, Hyperkinetic
Disorders (ADHD), Autistic Spectrum Disorders (ASD), Conduct Disorders, Psychotic Disorders, Eating
Disorders and Substance and Drug Abuse (Crowley, 2017). Primary to Metal Health, students with physical and
physiological disabilities are also at high risk of emotional disturbance affecting a student's behavioral
development (Crowley, 2017). Research indicates significant implications cause-effect to students' social
interactions with peers and teachers and academic engagement, as a result of poor Mental Health and
Wellbeing (Cooper, 2008). Significant demands are placed on Schooling Systems and Social Service providers to
deliver care and support to students that present with such difficulties (Crowley, 2017). It comes as no surprise
that teachers, whatever their values and beliefs towards inclusive education, often struggle coping with Mental
Health and Behavioural difficulties within mainstream classrooms without intervention support strategies put
in place (Cooper, 2008). Schools can work to maximize positive engagement of students who present with
Mental Health concerns by focusing on developing, understanding, applying and evaluating approaches that aim
to support vulnerable learners in schools and other contexts (Humphrey, 2017). The Australian Governments
Kids Matter Initiative (2017) suggests that schools which provide best for students with additional needs have
a strong values structure based on a commitment to valuing all pupils as members of the schooling community;
with these values reflecting the practical measures taken to enable a genuinely inclusive educational experience
of acceptance and success.

It is vital that teachers understand the differences of each student within their class. Teachers must take the
time to get to know their students so they have the ability to help them not just academically but on a social and
emotional level. If to address students wellbeing on a regular basis will help a teacher to find means of
addressing student learning and reasoning behind behavioral issues (Armstrong et al, 2016). By
communicating with students on a personal level this will help to create a respectful classroom dynamic,
whereby all student care for one another, and in doing so communicate effectively and become actively
involved in classroom proceedings. It is about teachers creating a motivating classroom environment where all
students strive for achieving in their own way (Huntley, 2017).

Explicit Teaching presents profound opportunities for whole setting initiatives that set out clear behavioral
expectations applying to all students. Education must move focus from controlling discipline policies to develop
ways of engaging students that offer opportunities for teachers to prevent ‘unproductive' student behaviors
(Government of South Australia, 2017). Such a climate provides the basis for effective behavior management
approaches to be implemented appropriately to engage all students (Cooper, 2008). Teachers must consider
aspects related to the physical environments, the curriculum, and resources when developing programs that
support continued mainstream inclusion (Armstrong, 2014).

Cognitive Behavioural approaches to educational practice focus on psychological factors that influence
behavior; it explores the relationship between biological and cognitive factors. The approach is concerned with
the way in which the relationship between external stimuli and target behaviors are influenced by internal
thought processes. It aims to encourage the development of functional ways of thinking, by challenging
dysfunctional and negative means of processing to assist students in becoming constructive thinkers (Cooper,
2011). This process requires positive teacher and student relationships that focus on positive intervention
strategies and aims to improve the social and emotional well-being of students, to not only better their
engagement within school academic achievement but also community and social life.

Of paramount importance is the need for students to be placed in an educational setting that provides physical
and emotional safety, as well as positive social and academic engagement (Cooper, 2008). Students who feel
supported and respected by their teachers and their peers are met with a strong attachment to the schooling
environment and have increased levels of social and academic engagement (Cooper, 2008). Implementation of
curriculum whereby teachers promote children's social competence and emotional self-regulation can help to
reduce conduct problems that may occur (Stratton alt, 2008). Effective teaching further involves teachers
developing a relationship with the learner that is based on respect, interest, and abilities of the student. From
the development of positive relationships with learning, educators can begin to the take the role of facilitator,
mentor, and guide, to adapt teaching to the needs of the learner (Cooper, 2011). This focus involves
understanding students' interests to help design learning activities that will engage, motivate and create an
environment of inquiry (Kids Matter, 2017). Teachers who communicate effectively in cognitive questioning
and provide a space and time for children to ask questions, which helps greater assist students to develop
reflective processing skills (Cooper, 2011). Further emphasis can be placed on structuring cooperative learning
activities that encourage effect student participation and collaboration (Kids Matter, 2017). Effective
Cooperative Learning, therefore, provides an atmosphere of achievement among learners, whereby each
member of a group is not only responsible for their own learning, but also must assist other peers in developing
their understanding (Kids Matter, 2017).

Conversely, students often do not have their needs met because of inflexible school systems leaving students to
become isolated in mainstream settings. Many families use the support of Flexible Learning Options (FLO) for
vulnerable students within middle and secondary settings (Armstrong et al, 2016). FLO offers students a
supportive alternative for students presenting with a risk of disengaging from mainstream school-based
learning programs. It is aimed to assist school and the wider community in supporting successful engagement
and retention of young people in education, particularly among students who have multiple complexities in
their lives that impact upon their behavior and engagement in educational practice (Government of South
Australia, 2017). FLO programs cater for students experiencing anxiety and depression, learning difficulties,
social and behavioral problems, bullying and family difficulties, whereby students are provided with the safe
and ethical support to help address wellbeing issues, as well as planning for alternate learning options
(Government of South Australia, 2017). Students, parents and caregivers' work with School Coordinators, Case
Managers or Youth Workers to identify strengths and areas of support. Strategies work to ensure students
remain interacting with mainstream environments while having the opportunity to withdraw themselves when
support is necessary.
Throughout this topic, it has become apparent that underpinning success for all students is based upon the
understanding of positive relationships, knowledge of the students’ life and potential learning issues. These are
areas that teachers must navigate with families, students, specialists and interagency support networks to
achieve successful learning outcomes for all students. The classroom setting presents its self as an environment
involving interactions between the physical environment, curriculum pedagogy and resources, and a multitude
of student variables that may become overwhelming to students resulting in behavioral issues (Cooper. 2008).
It is vital to acknowledge that the influence of the teacher via many daily teacher-child interactions is profound
for the social, emotional, capability and cognitive development and behaviour that may occur within the
classroom, especially among children with forms of Special Educational Needs (SEN) like Social Emotional and
Behavioural Difficulties, than it is for their typically developing peers (Huntley, 2017). It has become apparent
the negative effects on the future outcomes of students lives that can occur due to them having been
educationally excluded as a result of their challenging behavior, or worse children who exclude themselves
from learning effectively because their needs are not being met in school. Hence it should be highly recognized
the value of personal development through engagement in the schooling community can have to a student's
current and future educational outcomes (Cooper, 2008).
BIBLIOGRAPHY
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