A community of practice as an inclusive model to support children with social, emotional and behavioural difficulties in school contexts

ABSTRACT

Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.

KEYWORDS:

• Behavioural difficulties
• collaboration
• collaborative partnerships
• communities of practice
• inclusive education
• social capital

Notes on contributors

Johan Botha is Associate Professor in Life Orientation and Learner Support in the Faculty of Education Sciences, North West University, Potchefstroom, South Africa. He is currently an active member of the Education and Human Rights in Diversity (Edu-HRight) Research Unit in the Faculty of Education Sciences. His research field is education, psychology of education and mental health, with a specialisation in aggression, violence, behavioural difficulties and (post)conflict.

Elias Kourkoutas is currently Professor of Psychology and Special Education in the Department of Primary Education at the University of Crete. He has a Ph.D. in Clinical Psychology from the Department of Psychology at the University of Liege, Belgium. He taught for several years at the Technological Educational Institute of Larissa (Greece), as well as in many European universities, as Visiting Professor or invited Professor.