Classroom management practices, school experience and access to the regular classroom: Perceptions of students with behavioural difficulties
Students with emotional and behavioural difficulties are generally perceived as the most difficult to educate in a regular classroom. Using the reciprocal triadic causality model, this article presents the results of research aimed at describing the influence of classroom management practices on the school experience of these students and documenting the challenges linked to their schooling in a regular classroom. Individual interviews with fourteen students enrolled in special education classes in high school revealed that how teachers manage their classrooms significantly influences their school experience. The results identified numerous levers that likely favour their reintegration into regular classrooms.