Special Resource Material Developed by the Center
Title: Rethinking How Schools Address Student Misbehavior & Disengagement (Newsletter)
Description: The essence of good classroom teaching is the ability to create an environment that first can
mobilize the learner to pursue the curriculum and then can maintain that mobilization, while
effectively facilitating learning. The process, of course, is meant not only to teach academics,
but to turn out good citizens. While many terms are used, this societal aim requires that a fundamental
focus of school improvement be on facilitating positive social and emotional development/learning.
Behavior problems clearly get in the way of all this. Misbehavior disrupts. In some forms, such as
bullying and intimidating others, it is hurtful. And, observing such behavior may disinhibit others.
Because of this, discipline and classroom management are daily topics at every school.
Concern about responding to behavior problems and promoting social and emotional learning are
related and are embedded into the six arenas we frame to encompass the content of student/learning
supports (e.g., see Adelman & Taylor, 2006; Center for Mental Health in Schools, 2008). How these
concerns are addressed is critical to the type of school and classroom climate that emerges and to
student engagement and re-engagement in classroom learning. As such, they need to be fully
integrated into school improvement efforts.
Access at: http://smhp.psych.ucla.edu/pdfdocs/newsletter/spring08.pdf 231kb;16pp