ropping out of school before completing high school, being suspended or expelled, commit crimes and have strained relationships with parents and siblings. Perhaps this phenomenon justifies the famous quote, “student’s behaviour in schools does not occur in a vacuum” (Wearmouth 2005, p. 111). This paper will comment on Wearmouth’s quote to help understand student’s behaviour in different contexts.
Students’ behaviour has elicited mixed reactions among education experts especially with regards to their unusual and unbecoming behaviour (Rogers, 2011). The SEN code of practise has defined children who demonstrate behavioural, emotional and social difficulties as; withdrawn and isolated, disruptive and disturbing, hyperactive and lack concentration, immature social skills, those with challenging behaviour arising from special needs, those with anxiety and those with depression and school phobias (Clough, Philip and Francis, 2002). However, behaviour is considered as BESD only when it shows a persistent pattern across a range of subjects and activities. Behavioural, Social and Emotional Difficulties (BESD) are included under the Special Education Needs (SEN) (Eccleston and Hayes, 2009). They refer to an individual’s incapability to show academic progress and the capacity for social and emotional adaptation in a variety of settings. Behaviour that is good to fit is the one considered fit for a particular setting while the poor to fit behaviour is the one that is not suitable for a particular environment.
Challenging behaviour in students may indicate a range of contextual issues which emanate from the family, community, school classroom, peer group, teachers or the individual student. Behaviour difficulties are displayed through two different expressions which are internalising behaviour or externalising behaviour (Etherington, 2012). The internalising behaviour category includes adopting age inappropriate behaviour and being socially withdrawn while the