This document discusses emotional and behavioral difficulties (EBD) that are often seen in the classroom. EBD can include disruptive behaviors like calling out, refusing to work, or annoying other students. It can also include emotionally immature behaviors like being tearful, withdrawing socially, or throwing tantrums. Students with EBD may also exhibit physically or verbally aggressive behaviors and struggle to form positive social relationships. The causes of classroom misbehavior are identified as seeking attention, struggles for power, seeking revenge when frustrated, and avoiding feelings of inadequacy. Key strategies for supporting students with EBD include ignoring misbehaviors, acknowledging feelings, setting clear expectations, encouraging social skills development, and involving additional support services.

1. EMOTIONAL AND
BEHAVIOURAL
DIFFICULTIES
(EBD)
Maria
Nazia Malik
Noer FWD Hastuti Marchant
Souhaila
Sutton College London
2012

2. EBD are often
seen in the
classroom

3. Persistently disruptive, such as
 calling out in class
 refusing to work
 annoying other pupils

4. Emotionally immature
 being tearful
 withdrawing from normal
social situations
 throwing tantrums

5. Physically and verbally aggressive
and unable to form positive social
relationships
 constantly violates
social rules and the
rights of others
 physical aggression,
usually initiated by the
pupil, that can take
the form of bullying

6.  destruction of property, such as
pencil, ruler, book, etc.
 stealing
– ranging from ‘borrowing’
other pupils’ possessions
 cheating in school work
 run away from class

7.  often lied to avoid the
consequences of their
actions
 broken into someone’s
possession
 initiated physical fights

8.  acted as a bully
 threatened teachers or
other pupil
 abused other pupils
racially, either verbally
or physically

9. The causes of
classroom
misbehaviour

10.  Attention-Getting Behaviours.
A common cause of misbehaviour is
the need for attention.
 Power Struggles. This type of
misbehaviour is often symptomatic of
a power struggle through which the
child is actively trying to engage the
teacher in a fight for domination, the
more a teacher fights against the
student’s behaviour, the more he/she
is rewarding it.

11.  Revenge-Seeking Behaviour. He/she
seek revenge when they are frustrated in
their desire for attention or power. Revenge-
seeking students are angry and rebellious,
and their motive is to hurt the teacher or
other pupils.
 Avoiding Inadequacy. Children will
misbehave when they would rather appear
bad. For example:

12. ~if a class assignment is too difficult, the
child may choose to intentionally
misbehave and be sent from the room to
avoid having to participate and look
inferior.
~a matter of perfectionism, where the child
will misbehave if they know they will not
be the best at a task.

13. Key ideas in
supporting
children who
have EBD

14. Here are some support
strategies
 The most appropriate response to
attention-seeking behaviour is to
provide special attention only when
the student is behaving properly. An
appropriate behaviour should be
reinforced repeatedly until it
becomes the preferred method of
gaining attention. Instead,
misbehaviour should be ignored
unless dangerous

15.  An appropriate response to power-
seeking behavior is to acknowledge
the need with the student, perhaps
even complimenting his natural
leadership, and to give the child
power whenever it is appropriate,
making him leader of a group or
giving her a visible and important
responsibility.
By working with power-seeking
students, teachers can make allies
out of dominating students.

16.  Rebellious students expect an angry
or hurt response to their behaviour,
but teachers who can acknowledge
the anger the child feels, apologize if
the child is appropriately angry over
a specific incident
 Responses to feelings of inferiority in
children are best handled within the
context of a classroom climate where
effort and incremental growth is
valued as much or more than the
final product.

17.  ensure a consistent approach to the
child’s behavioural difficulties by all
members of staff by developing
positive behaviour-management
strategies
 encourage the provision of a positive
classroom environment
 have group and class discussions to
focus on problems and give all
children opportunities to air their
views in a controlled environment

18.  set up small social skills groups for
children who have difficulties in
particular areas such as relating to
other children or anger management
 develop social interaction through
games and paired problem-solving
activities
 give short and clearly-defined tasks
 encourage the development of ICT
skills to increase motivation

19.  provide activities that encourage the
building of self-esteem
 give the child opportunities to
express their feelings through the
use of puppets or role-play in pairs
or small groups
 develop positive links between older
and younger children
 arrange for educational psychologist
or behavioural support input such as
circle of friends

20.  arrange for counselling or family
support provision usually through
either the Educational Welfare
Service, the Family Centre or the
Child and Adult Mental Health
service.

21. Resources
http://www.teachingexpertise.com/articles/emotion
al-and-behavioural-difficulties-ebd-1226
http://www.napta.org.uk/art_ebd.html
http://www.specialeducationalneeds.co.uk/UsefulInfo
rmation/TypesofSEN-Disability/ebd.htm
http://suite101.com/article/identifying-the-causes-
of-classroom-misbehavior-a108218

22. THANK YOU VERY MUCH
FOR YOUR ATTENTION
ESOL/Prepare for Teaching
Assistant