Re-framing 'behaviour' in schools: The role of recognition in improving student wellbeing

A.P. Graham, J. Truscott, M.A. Powell, Donnah Anderson

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

3 Citations (Scopus)

Abstract

Contemporary approaches to managing student behaviour in schools increasingly seek to identify and support underlying social, emotional and learning issues. Inherent in this shift is acknowledgement of the inextricable links between behaviour and wellbeing. Arguably, the most effective approaches to behaviour management reflect key determinants of wellbeing such as positive relationships and a sense of belonging and connection. Nevertheless, behaviour (and by extension the child) continue to be positioned as the ‘problem’. Little critical consideration is given to whether and how school environments attend to the wellbeing needs of an increasingly diverse student body. In this chapter, we draw on findings from a large Australian Research Council (ARC) funded study on wellbeing in schools to explore the potential of a wellbeing lens in furthering understandings and practice around behaviour. Utilising recognition theory, we consider how a more critical approach to wellbeing in schools might concomitantly shape understandings and improve practice around behaviour.
Original languageEnglish
Title of host publicationChallenging dominant views on Student behaviour at school
EditorsAnna Sullivan, Bruce Johnson, Bill Lucas
Place of PublicationSingapore
PublisherSpringer
Chapter7
Pages97-113
Number of pages17
ISBN (Electronic)9789811006289
ISBN (Print)9789811006265
DOIs
Publication statusPublished - 2016

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    Graham, A. P., Truscott, J., Powell, M. A., & Anderson, D. (2016). Re-framing 'behaviour' in schools: The role of recognition in improving student wellbeing. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Challenging dominant views on Student behaviour at school (pp. 97-113). Springer. https://doi.org/10.1007/978-981-10-0628-9_7