Social, emotional and behavioural difficulties and an umbrella term to describe a range of complex and chronic difficulties experienced by many children and young people. SEBDaffect 3 times as many boys as girls because girls have the habit to internalize more than boys. Children and young people demonstrating features of SEBDcan seriously interfere with learning and teaching processes in the classroom.
What causes SEBD?
Underlying reasons for SEBD can be the result of factors ‘within’ the child and external to the child. There is not an automatic link between SEBD and a specific social factor, however there is evidence that prevalence varies according to sex, age, developmental stage,health and economic background.
Social factors such as early childhood experiences and relationships can have a major impact on a child’s later development. The lack of a positive attachment to an adult can be particularly detrimental to some children. Children who experience family difficulties, including parental conflict, separation, neglect, indifference or erratic discipline, are more likely to develop SEBD.
In diagnosing SEBD a range of factorsare considered including the
• nature
• frequency
• persistence
• severity and
• abnormality of the difficulties
and their cumulative effect on the child or young person’s behaviour and/or emotional wellbeingcompared with what might generally be expected for a particular age.
Some characteristics of SEBD in children and young people.
• severely withdrawn or isolated
• disruptive and disturbing (attention-seeking behaviour)
• hyperactive and lacks concentration
• immature with minimal social interaction skills
• presenting challenging behaviours arising from other complex special needs
• aggressive
• poor communication skills
• low self-esteem
• defiance of authority figures
• personal struggle controlling self
• poor conflict resolution
• low attention span
• general mood of unhappiness
• underachievement inmany areas of the school curriculum.
It can be deduced from the above characteristics, that the term social, emotional and behavioural difficulties covers a wide range of special educational needs. It includes children and young people with emotional and conduct disorders (including attention deficit disorder or attention deficit hyperactivity disorder [ADD/ADHD]).
In addition, it includes those with less obvious behavioural characteristics such as anxiety, the potential to self-harm, school phobia, depression and those with agradually deterioration in behaviour or emotional wellbeing.
What are some of the ways parents can help?
Parents you have the biggest influencein your child’s development. You can help by:
1. finding time everyday to listen to your child talk about something that interests him/her. Avoid giving your opinion. Just listen!
2. helping him/her find a group where he/she can feel a sense of belonging – sports team, church group. Let him/her know he/she is an important part of your family and community.
3. finding an opportunity everyday to tell him/her that you love him/her. Be a good role model in your patience, support, and listening.
4. both parents presenting a united front in all of your interactions with the child.
5. having just a few rules but enforcing them consistently.
6. establishing regular routines and a clear structure for your days. Helping him/her plan for good behaviour by discussing upcoming activities, what he/she will encounter and how to behave.
What are some of the ways teachers can help?
Instructional strategies
• give short, clearly-defined tasks
• present materials at independent level, not frustration level
• materials should be presented for all learning styles
• allow for peer tutoring
• encourage the development of ICT skills to increase motivation
• provide mini breaks between lessons
• structure classroom environment
• individualize work assignments
Behavioural strategies
• define classroom expectations relating to behaviour and establish rules with the students
• observe and record what influences behaviour within and outside of the classroom
• use the information gathered to prevent misbehaviour from occurring again
• use positive reinforcers
• be firm, fair and flexible
• have group and class discussions (circle-time) to focus on problems, and give all children opportunities to air their views in a controlled environment
• develop social interaction through games and paired problem-solving activities
• provide activities that encourage the building of self-esteem
• involve students’ parents
• arrange for counselling or family support provision from the schools’ counsellors, educational psychologist or church.
Conclusion
Learning difficulties can arise for children and young people with SEBD because their difficulties can affect their ability to cope with school routines and relationships. Some young persons will seek ways to lessen their emotional turmoil and may turn to destructive coping mechanisms, such as self-harm or substance misuse. A child’s or a young person’s behaviour may challenge parents, carers, teachers and authority figures outside of what is socially acceptable.It is therefore imperative, that teachers, parents, counsellors and other agents work together to modify students’ behaviour.
