Teaching HE students with emotional and behavioural difficulties

Abstract

Purpose The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector. Design/methodology/approach A case study in a UK university was undertaken over a two‐year period. Findings A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment. Research limitations/implications The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students. Practical implications This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties. Originality/value Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.

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