‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD

Honkasilta, Juho; Vehkakoski, Tanja; Vehmas, Simo

doi:10.1016/j.tate.2015.12.009

Cited by 36 publications

(40 citation statements)

References 64 publications

(81 reference statements)

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“…In particular, participants pointed out that suspended children return to school and continue to break the rules. Similar contentions regarding the low efficacy of punishments have been raised by various scholars (Lewis, ; Lewis et al ., ; Way, ; Kupchik & Catlaw, ; Payne, ), as well as by studies exploring children's perceptions of school discipline (McCluskey, ; Geldenhuys & Doubell, ; Honkasilta et al ., ).…”

Section: Discussionmentioning

confidence: 97%

“…Honkasilta et al . (), interviewing attention deficit hyperactivity disorder (ADHD)‐diagnosed Finnish pupils, found that pupil resistance was constructed as a justified reaction to their negative evaluation of teacher classroom management strategies as disproportionate, traumatising, neglectful or unfair. The authors termed this phenomenon the ‘vicious cycle of coercive classroom management strategies’ (p. 100).…”

Section: Pupils’ Perceptions Of School Disciplinementioning

confidence: 99%

“…Scholars examined pupils' perceptions of school discipline in various countries, including the UK (Osler, 2000;McCluskey, 2008;McCluskey et al, 2013), the USA (Kupchik & Ellis, 2008;Bracy, 2011;Preiss et al, 2016), Canada (Raby & Domitrek, 2007;Raby, 2008), Sweden (Thornberg, 2008), Finland (Honkasilta et al, 2016) and South Africa (Geldenhuys & Doubell, 2011).…”

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

“…Most of these studies examined the perceptions of secondary school pupils (Osler, 2000;Raby & Domitrek, 2007;Kupchik & Ellis, 2008;McCluskey, 2008;Raby, 2008;Bracy, 2011;Geldenhuys & Doubell, 2011;McCluskey et al, 2013;Honkasilta et al, 2016;Preiss et al, 2016). Several studies have examined the perceptions of primary school pupils (Osler, 2000;Thornberg, 2008;McCluskey et al, 2013;Honkasilta et al, 2016), but only a few studies included data on the perceptions of pupils enrolled in the lower primary grades (Thornberg, 2008;McCluskey et al, 2013). None of these studies focused their conclusions on this younger age group.…”

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

“…Many of the cited studies showed that pupils perceive punitive school discipline based on sanctions and rewards as unfair (McCluskey, 2008;Bracy, 2011;McCluskey et al, 2013;Honkasilta et al, 2016). Several studies measured pupils' perceptions of school discipline fairness.…”

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

See 4 more Smart Citations

Young children's perceptions of due process in schools’ disciplinary procedures

Perry‐Hazan

Lambrozo

2018

British Educational Res J

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This study explored how children of lower primary school grades perceive due process in schools’ disciplinary procedures. While many studies have explored how adolescents perceive school discipline, only a few studies have examined the perceptions of primary school pupils, and no study has investigated lower primary school grades. The qualitative research design was based on semi‐structured interviews and focus groups with 70 children, aged 7 to 10, recruited from 19 public schools in Israel. In addition, we recruited a children's advisory group that participated in the research process. The findings revealed that while many of the study participants had internalised a formalistic approach to due process (i.e. meting out uniform punishments in similar cases, in accordance with a closed system of rules), others objected to this approach, providing various reasons for their concerns. Participants’ criticisms of a formalistic due process policy included lack of compassion and lack of understanding of pupils’ social, academic or other difficulties, disregard of pupils’ voice, the complex task of discerning the truth, apprehension over a uniform punitive system and low efficacy of punishments. We argue that the right to due process in schools lies at the intersection of legal and educational narratives. Even young children are able to recognise the inherent incongruity of these narratives, as they constitute a significant part of their daily routine in school. We also argue that this incongruity engenders a distorted due process, thus imparting faulty lessons about the right to due process and its justifications.

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Section: Discussionmentioning

confidence: 97%

Section: Pupils’ Perceptions Of School Disciplinementioning

confidence: 99%

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

Section: Pupils' Perceptions Of School Disciplinementioning

confidence: 99%

See 3 more Smart Citations

Young children's perceptions of due process in schools’ disciplinary procedures

Perry‐Hazan

Lambrozo

2018

British Educational Res J

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ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers

Schmengler

Peeters

Stevens

et al. 2023

Res Child Adolesc Psychopathol

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Few studies have explored the contribution of family and school factors to the association between ADHD symptoms and lower education. Possibly, having more ADHD symptoms contributes to poorer family functioning and less social support, and consequently a lower educational level (i.e., mediation). Moreover, the negative effects of ADHD symptoms on education may be stronger for adolescents with poorer family functioning or less social support (i.e., interaction). Using data of the Dutch TRAILS Study (N = 2,229), we evaluated associations between ADHD symptoms around age 11 and educational level around age 14, as well as between ADHD symptoms around age 14 and 16 years and subsequent changes in educational level around age 16 and 19, respectively. We assessed the potential mediating role of family functioning, and social support by teachers and classmates, all measured around ages 11, 14, and 16, while additionally evaluating interactions between ADHD symptoms and these hypothesized mediators. ADHD symptoms were associated with poorer family functioning, less social support by teachers and classmates, and lower education throughout adolescence. No conclusive evidence of mediation was found, because unique associations between family functioning and social support by teachers and classmates and education were largely absent. Furthermore, we found no interactions between ADHD symptoms and family functioning and social support by teachers and classmates. Although social support by teachers and classmates and good family functioning may benefit the wellbeing and mental health of adolescents with high levels of ADHD symptoms, they will not necessarily improve their educational attainment.

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The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers’ Prejudice: A Person-Centered Approach

Bobba,

Yuksel,

D’Urso

2024

Sexuality & Culture

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Teachers play a crucial role in fostering inclusive school environments for students from diverse backgrounds. However, harboring prejudiced attitudes towards minority students can have adverse social and psychological effects on these individuals. This study investigates the ethnic and homophobic prejudice profiles of Italian secondary school teachers (N = 552, Mage = 46.15, 76.4% females) using a person-centered approach. It explores how these prejudice profiles predict moral disengagement mechanisms, self-efficacy, and social anxiety among teachers. Participants completed assessments on subtle and blatant ethnic prejudice, attitudes toward the representation of homosexuality, moral disengagement, self-efficacy in teaching, and social anxiety. Latent profile analysis identified three prejudice profiles among teachers: low, moderate, and high prejudice. The results, based on a structural equation model, revealed that teachers with high prejudice profiles were more likely to employ moral disengagement mechanisms and reported higher levels of social anxiety. The study underscores the significance of interventions and monitoring efforts tailored to educators, encompassing their social, moral, and individual dimensions.

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‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD

Cited by 36 publications

References 64 publications

Young children's perceptions of due process in schools’ disciplinary procedures

Young children's perceptions of due process in schools’ disciplinary procedures

ADHD Symptoms and Educational Level in Adolescents: The Role of the Family, Teachers, and Peers

The Role of Moral Disengagement, Self-Efficacy and Social-Anxiety in Secondary School Teachers’ Prejudice: A Person-Centered Approach

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