The attitudes of mainstream teachers towards pupils with emotional and behavioural difficulties

Abstract

This paper reviews a selection of the literature relating to the attitudes of mainstream teachers to different types of emotional and behavioural difficulties (EBDs) in the classroom. It discusses the variables influencing these attitudes, including gender, age and ethnicity of teachers and pupils; national context; between‐ and within‐school factors; within‐classroom factors; and the availability and quality of support services. The literature shows that many mainstream teachers have negative perceptions of, and limited tolerance for, problem behaviour in the classroom, and the barriers to modifying these attitudes are considered. Examples of projects designed to overcome these barriers are given.

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