The overall aim of this research is to explore my interest in the influences on teachers’ attitudes towards behaviours which challenge them and to illuminate my experiences and perspectives through those of others. It sets out to explore and to gain understanding about what affects how teachers feel about supporting pupils in mainstream classrooms with behavioural difficulties. As a Special Educational Needs Co-ordinator (SENCo) in a secondary school, I saw the difference a teacher’s style of classroom leadership could have on children’s engagement with school and learning. I became extremely frustrated with the way that some teachers appeared to have little inclination to meet the needs of some of the pupils in their classes, particularly those with special educational needs. Comments such as “S/he’s one of yours! YOU deal with it,” because the children were on the Special Educational Needs Register, summarised this. Here, I attempt to scrutinise what may affect teachers’ understanding of their responsibility towards the specific special need of challenging behaviour. For the research, fifteen in-depth interviews were carried out with a variety of professionals whose roles involved supporting the needs of pupils whose behaviour can challenge teachers. All the participants were asked the same questions and a hierarchical questioning structure was used (Tomlinson 1989). The responses indicated a diverse range of factors influencing teachers’ tolerance towards challenging behaviours and these were used to construct a framework which gathers these together. The research has implications in two main areas; the links between school ethos and teachers feeling supported and able to manage challenging behaviours and the development of opportunities to share good practice.

Thesis (Ph.D. (Psychology)) -- University of Limpopo, 2021 / Persons living with intellectual disabilities (ID) at times display behaviours that are a challenge for healthcare professionals, parents and teachers. These challenging behaviours are often presented in health-care, educational, or social care services by individuals with intellectual disabilities. However, what could be explained as challenging may be understood differently through cultures, beliefs or surroundings. The aim of the study was to conceptualise and develop an explanatory model for challenging behaviour in persons with intellectual disabilities. The study comprised twenty (23) participants who were parents and teachers of persons with intellectual disability. The target population of the study live in Ga-Dikgale and Ga-Molepo villages that are located in the Capricorn District, Limpopo Province. These villages were chosen because they have special schools for children with ID. A semi-structured, in-depth, one-on-one interview was used to collect data. The data was analysed using thematic content analysis (TCA). Three superordinate themes emerged that covered the understanding of challenging behaviour from the participants. These themes were: (a) knowledge about challenging behaviour; (b) beliefs about causal explanations of challenging behaviour; and, (c) coping with challenging behaviour. The results revealed that participants held varied beliefs regarding causal explanations of challenging behaviour. Cultural background of the participant seemed to play a critical role in shaping these beliefs. Additionally, three modes of coping were used by the participants in the study to cope with challenging behaviour. These are: cultural/traditional coping; religious coping; and, family and professional support methods. A Bio-Psycho-Socio-Cultural Model (BPS-C) was subsequently developed to explain challenging behaviour of persons with intellectual disability. This model integrates components of the Bio-Psycho-Social model (biological characteristics, behavioural factors, and social condition such as social support and family relationships) and cultural aspects to conceptualise challenging behaviour as understood and explained by parents and teachers of persons with intellectual disability. / NIHSS and SAHUDA