Book chapter
Re-framing 'behaviour' in schools: the role of recognition in improving student wellbeing
Challenging dominant views on student behaviour at school: answering back, pp.97-114
Springer, 1st
2016
Metrics
30 Record Views
Abstract
Contemporary approaches to managing student behaviour in schools increasingly seek to identify and support underlying social, emotional and learning issues. Inherent in this shift is acknowledgement of the inextricable links between behaviour and wellbeing. Arguably, the most effective approaches to behaviour management reflect key determinants of wellbeing such as positive relationships and a sense of belonging and connection. Nevertheless, behaviour (and by extension the child) continue to be positioned as the ‘problem’. Little critical consideration is given to whether and how school environments attend to the wellbeing needs of an increasingly diverse student body. In this chapter, we draw on findings from a large Australian Research Council (ARC) funded study on wellbeing in schools to explore the potential of a wellbeing lens in furthering understandings and practice around behaviour. Utilising recognition theory, we consider how a more critical approach to wellbeing in schools might concomitantly shape understandings and improve practice around behaviour.
Details
- Title
- Re-framing 'behaviour' in schools: the role of recognition in improving student wellbeing
- Creators
- Anne Graham - Southern Cross UniversityJulia Truscott - Southern Cross UniversityMary Ann Powell - Southern Cross UniversityDonnah L Anderson - Southern Cross University
- Contributors
- Sullivan Anna (Editor of compilation) - University of South AustraliaBruce Johnson (Editor of compilation) - University of South AustraliaBill Lucas (Editor of compilation) - University of South Australia
- Publication Details
- Challenging dominant views on student behaviour at school: answering back, pp.97-114
- Publisher
- Springer; Singapore
- Edition
- 1st
- Grant note
- Funder: Australian Research Council, Grant ID: ARC/LP110200656, Grant links:
- Identifiers
- 1209; 991012822052002368
- Academic Unit
- Centre for Children and Young People; Faculty of Health
- Language
- English
- Resource Type
- Book chapter