Abstract
Various studies have highlighted several issues related to the emotional and social aspects of educating students with disabilities (Cavioni, Grazzani, Ornaghi, 2017; Schiff & Joshi, 2016; Murray a Greenberg, 2006). Pupils with special educational needs are more likely to experience problem behaviors than their intact peers. Slovak teachers, like teachers in other OECD countries, perceive the management of pupil behavior in the classroom as a particularly challenging task, and they particularly perceive the need for further training in strategies for managing disruptive behavior in pupils with special educational needs (Hall, et al., 2019). The paper presents selected findings of research on the educational needs of classroom teachers in Slovakia (Zemančíková, Poliaková, 2024) and selected results of teachers' subjectively perceived competence to educate inclusively (Vravcová, 2024), in the context of the topic of problematic behavior of pupils. The paper will conclude by presenting universal preventive-educational programs as one of the effective means supporting the creation of a safe environment of an inclusive classroom, the benefits of which include minimizing the occurrence of problem behaviors.
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