Abstract
Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.
| Original language | English |
|---|---|
| Pages (from-to) | 192-196 |
| Number of pages | 5 |
| Journal | Intervention in School and Clinic |
| Volume | 55 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Jan 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- behavior
- corporal punishment
- ecological frameworks
- positive behavior intervention and support (PBIS)
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology
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