Abstract
This paper argues that there are common factors in successful classroom practice with regard to managing behaviour in classrooms, and particularly when teachers successfully meet the needs of pupils with social, emotional and behavioural difficulties (SEBD). These common factors could be used to predict the success of current and future initiatives and strategies in meeting the needs of children with SEBD. The paper draws on of research undertaken at the University of Birmingham (UK) over the past ten years, as well as experience as a classroom teacher, consultant and staff development provider.
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