Romanian Preschool Teachers’ Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings

Abstract

Researchers have emphasized the role of the teacher–child relationship on children’s adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers’ knowledge and strategies related to preschoolers who are at risk. Seven focus groups were conducted and were subjected to thematic analysis. Four main themes were identified: teachers’ understanding of EBD, teachers’ beliefs about parental behaviors as risk factors for EBD, teachers’ role in preventing children’s EBD, and teachers’ strategies for managing EBD-related behaviors in the classroom. Teachers mainly used behavioral descriptions when referring to EBD, and differentiated between transient and clinically relevant problems. Although teachers showed awareness about their role in preventing EBD, there was insufficient procedural knowledge about strategies used to deal with such problems in the classroom. The results suggest that teachers need more training and support from mental health professionals to prevent EBD, and to ensure children’s well-being.