Addressing Challenging Behaviours in the Classroom: Perceptions of Teachers in Poland

Abstract

The aim of this qualitative study was to description and interpretation of experiences and perceptions of teachers working with students who have challenging behaviours in various types of school settings in Poland. Teachers’ experiences and perceptions provided insights and understandings into action strategies, in the case of the teachers who were interviewed, their assessing student difficulties and the effectiveness of various behavioural interventions. The data obtained from teacher interviews revealed their classroom management practices as well as their perceptions on the efficacy of their respective schoolwide practices for supporting students with behaviour support needs.