If key adults choose to cope in this way their anxieties are not managed and they will not feel contained and supported. This creates even more challenges to key adults working with children who exhibit extreme or challenging behaviour. Squires (2007) explores of hopelessness, stress and teachers’ feelings feeling overwhelmed in relation to the challenge of working with children whom he describes as having some and behavioural ‘emotional difficulties’. The notion of children described as having SEBD is important as Newton (1995) also makes the link that teaching and working with such children with these needs can have a profound and often debilitating impact on the teachers themselves. This concept of challenging or difficult pupil behaviour impacting on teachers is also explored by Leyden (2002), who states that teachers experience high levels of stress which are further compounded by teaching students described as having SEBD. Leyden (2002) advocates that schools address teacher stress as part of their behaviour action plan. Research by Araujo (2005), who conducted a small study on pupils and experiences in an inner city, multi-ethnic comprehensive school teachers’ on perceptions of discipline and behaviour, suggests that teacher stress and low morale was explained by teachers or focusing on: ‘within-child’ of indiscipline, rather than looking at their own ‘outside walls’ explanations relationship with the child and parents or carers. This supports the work of Avramadis and Bayliss (1998) who conducted a small study on teachers’ perceptions of emotional and behavioural difficulties. They also suggested that SEBD or teacher stress were explained more by teachers focusing on family factors and deficits, rather than looking at their own ‘within-child’ teaching styles or learning environments of pupils who have additional needs. work examines teachers who struggle with Dunham’s (1984) ‘raw emotions’ exhibited by pupils, which teachers find hard to manage and cope with. Bomber (2007) explores the difficulty school staff may have in working with
If key adults choose to cope in this way their anxieties are not managed and they will not feel contained and supported. This creates even more challenges to key adults working with children who exhibit extreme or challenging behaviour. Squires (2007) explores teachers’ feelings of hopelessness, stress and feeling overwhelmed in relation to the challenge of working with children whom he describes as having some ‘emotional and behavioural difficulties’. The notion of children described as having SEBD is important as Newton (1995) also makes the link that teaching and working with such children with these needs can have a profound and often debilitating impact on the teachers themselves. This concept of challenging or difficult pupil behaviour impacting on teachers is also explored by Leyden (2002), who states that teachers experience high levels of stress which are further compounded by teaching students described as having SEBD. Leyden (2002) advocates that schools address teacher stress as part of their behaviour action plan. Research by Araujo (2005), who conducted a small study on pupils and teachers’ experiences in an inner city, multi-ethnic comprehensive school on perceptions of discipline and behaviour, suggests that teacher stress and low morale was explained by teachers focusing on: ‘within-child’ or ‘outside walls’ explanations of indiscipline, rather than looking at their own relationship with the child and parents or carers. This supports the work of Avramadis and Bayliss (1998) who conducted a small study on teachers’ perceptions of emotional and behavioural difficulties. They also suggested that SEBD or teacher stress were explained more by teachers focusing on family factors and ‘within-child’ deficits, rather than looking at their own teaching styles or learning environments of pupils who have additional needs. Dunham’s (1984) work examines teachers who struggle with ‘raw emotions’ exhibited by pupils, which teachers find hard to manage and cope with. Bomber (2007) explores the difficulty school staff may have in working with