Interventions for school engagament among children displaying behavioural difficulties

• Main Author: Laukka, Tuisku Inari
• Format: Others
• Language: English
• Published: Högskolan för lärande och kommunikation, Högskolan i Jönköping, Specialpedagogik 2018
• Subjects: interventions; school engagement; behaviour problems; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40800

Children with behaviour problems tend to be more unengaged and low-achieving at school than children without behaviour difficulties. This systematic literature review is highlighting the meaning of intervention to support children towards the school engagement.  The interventions for decreasing behaviour problems, is seen as a facilitator to be engaged. The school engagement will lead to an academic achievement at school. Early engagement has impact for longer in future in child’s life. The engagement in kindergarten has influence in primary school engagement and achievement. Therefore, intervening in early age to support children at-risk, will lead to better possibilities in learning. The risk factors can be child’s socioeconomical status, race, disability and parent’s low involvement in the school settings. Behaviour problem has pointed out to be hindering factor for the school engagement and this means missed opportunities in learning. This might lead even more disruptive behaviour. That kind of behaviour is challenging for the whole classroom, since it affects on everyone’s learning. Teacher’s attitudes manifest the self-worthiness in students. Supportive and friendly environment at school embraces the participation to the school settings. Especially, children from low socioeconomical families tend to score lower at school. These children need more intervening from the teacher to cultivate the school engagement. This systematic review analysed the data from 14 different articles from Europe, USA and Australia.