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  • A language focused approach to supporting children with SEBD

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 12/09/2019, available online:https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1664410

    Accepted author manuscript, 472 KB, PDF document

    Embargo ends: 12/03/21

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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A language focused approach to supporting children with social, emotional and behavioural difficulties (SEBD)

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2/04/2020
<mark>Journal</mark>Education 3-13
Issue number3
Volume48
Number of pages16
Pages (from-to)316-331
Publication statusPublished
Early online date12/09/19
Original languageEnglish

Abstract

Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their ‘challenging’ behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding underpins relational approaches to behaviour management in school where a will to develop, maintain, repair and sustain attachments is key. In addition, the centrality of language to the success of such approaches has also been identified. This paper explores a relational approach in school within the context of Nurture Groups, Restorative Practice and positive language and communication. It concludes that to enact a principle of inclusion for troubled children, we need to create facilitating environments in school that are consistent, equitable and that promote trust, through naturalistic opportunities for positive language and communication.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 12/09/2019, available online:https://www.tandfonline.com/doi/full/10.1080/03004279.2019.1664410