Challenging Ideas about Disaffection

Introduction to the Reflexive Toolkit

The Reflexive ToolkitDealing with challenging behaviour in the classroom can be demanding and stressful as it requires a particular kind of response few teachers feel adequately trained or supported to give.  School staff struggling to make sense of challenging behaviour can feel immobilised by difficult, ambivalent emotions but deeper reflection on such feelings can help professionals in schools better deal with disruption, learn from the process and move on.

This toolkit has been produced as part of a programme of work undertaken at London South Bank University by researchers in collaboration with a specially selected panel of practitioners, all with considerable experience of working with challenging young people and or their families.  The toolkit builds on insights gained from the practitioners in addition to a detailed study of pupils at risk of school exclusion.

Rather than promoting ‘techniques’ or ‘management strategies’, the toolkit seeks to prompt and facilitate critical, reflexive awareness amongst teachers and other professionals working with challenging pupils, and show how that awareness can be built into teaching and professional practice.

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