TY - JOUR
T1 - Pupil-teacher relationships: Perceptions of boys with social, emotional and behavioural difficulties
AU - Hajdukova, Eva Brown
AU - Hornby, Garry
AU - Cushman, Penni
PY - 2014/3/3
Y1 - 2014/3/3
N2 - This article is derived from a study of pupils with social, emotional and behavioural difficulties’ (SEBD) perceptions of their schooling experiences both in mainstream and residential schools. It is based on the accounts of 29 boys with severe SEBD who were attending a residential special school for children in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences were raised. One of these features was the pupils’ relationship with teachers. This article reports on pupils with SEBD’s perceptions of mainstream and residential school teachers’ qualities that either hinder or foster positive relationships and development.
AB - This article is derived from a study of pupils with social, emotional and behavioural difficulties’ (SEBD) perceptions of their schooling experiences both in mainstream and residential schools. It is based on the accounts of 29 boys with severe SEBD who were attending a residential special school for children in New Zealand. Through in-depth, semi-structured and focus group interviews, a number of salient features of their schooling experiences were raised. One of these features was the pupils’ relationship with teachers. This article reports on pupils with SEBD’s perceptions of mainstream and residential school teachers’ qualities that either hinder or foster positive relationships and development.
U2 - 10.1080/02643944.2014.893007
DO - 10.1080/02643944.2014.893007
M3 - Article
SN - 1468-0122
VL - 32
SP - 145
EP - 156
JO - Pastoral Care in Education
JF - Pastoral Care in Education
IS - 2
ER -