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Working with schools in identifying and overcoming emotional barriers to learning

Nash, Poppy; Schlösser, Annette


Poppy Nash


This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers’ previous research on the extent to which teachers believe disruptive pupils can control their behaviour. A notable finding was the sizeable minority of teachers in both primary and secondary schools who appear to be unaware of the psychological underpinnings of disruptive behaviour. That is, that such behaviour frequently communicates unresolved emotional needs, rather than wilful defiance. The current project aims to develop, implement and evaluate CPD resources developed by the researchers, for a one-day staff training day at a secondary school in north England. Prior to training, school staff completed a questionnaire to “audit” their perceptions of disruptive behaviour in school. Following evaluation, the CPD materials will be made available to other schools. It is anticipated that the materials will enable greater mutual understanding and respect for the ways in which disruptive behaviour is perceived by practitioners and school staff. Moreover, they will provide an urgently needed means of facilitating a shared knowledge base and a shared language for addressing emotional barriers to learning.


Nash, P., & Schlösser, A. (2015). Working with schools in identifying and overcoming emotional barriers to learning. Educational studies, 41(1-2), 143-155.

Journal Article Type Article
Acceptance Date Jul 21, 2014
Online Publication Date Sep 9, 2014
Publication Date Mar 15, 2015
Deposit Date May 11, 2018
Journal Educational Studies
Print ISSN 0305-5698
Electronic ISSN 1465-3400
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 41
Issue 1-2
Pages 143-155
Keywords Education
Public URL
Publisher URL
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: