Behavioural Challenges

MQF Level: 4

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 15

Assessment Hours: 25


Module Description

Schooling, for many learners, presents itself as a positive experience, one in which children are able to thrive, achieve and reach their fullest potential. For others, however, this is far from the case and there are some groups of learners who exhibit social, emotional and behavioural difficulties. Put simply, this can be exhibited as acting in and acting out behaviours. This module is designed to equip LSEs with different techniques to support learners exhibiting SEBD.

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a. Create and carry out different behaviour management strategies to support learners exhibiting challenging behaviours;

b. Create appropriate intervention strategies to help support learner to deal with different emotions including both acting in and acting out;

c. Design and carry out a behaviour modification plan;

d. Follow de-escalation and restraining strategies.


a. Demonstrate basic knowledge of social, emotional behavioural difficulties;

b. Be familiar with a framework for management and discipline language skills;

c. Identify different strategies and techniques to support learners deal with acting in and acting out behaviours and emotions;

d. Prepare and execute a behaviour modification plan;

e. Demonstrate familiarity with de-escalation and restraining strategies.


a. Prepare and apply different strategies and techniques to support learners deal with acting in and acting out behaviours and emotions;
b. Practise de-escalation and restraining strategies;
c. Plan and apply a behaviour modification plan.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This module will be assessed through: Research Assingment and Online Tasks/Reflections.

Suggested Readings

Core Reading List
  1. Cefai, C., & Cooper, P. (2010). Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties. European Journal of Special Needs Education. 25(2), 183-198.
  2. Cefai, C. (2010). Supporting the inclusive education of students with social, emotional and behaviour difficulties. In: A. Azzopardi (ed.), Making Sense of Inclusive Education. Berlin, VDM Verlang Dr. Muller publications.
  3. Cowley, S. (2014). Getting the buggers to behave. London: Bloomsbury.
  4. Rogers, B. (2015). Classroom Behaviour: A practical guide to effective teaching, behaviour management and colleague support. London: Sage.
  5. Rae, T. (2007). Dealing with feeling. London: Sage.
Supplementary Reading List
  1. Camenzuli, J. (2015). The use of Technology to Support the Innovative Teaching of Mathematics to Students with SEBD: A Debate Related to the use of Technology in the Classroom to Promote Inclusion. International Journal of Learning, Teaching and Educational Research, 12(1), 35-52. 
  2. Camenzuli, J., & Buhagiar, M.A. (2014). Using inquiry-based learning to support the mathematical learning of students with SEBD. The International Journal of Emotional Education, 6(2), 69-85.
  3. Cefai, C. (2006). Social, Emotional and Behavioural difficulties in Malta: An Educational Perspective. Journal of Maltese Educational Research, 4(1),
  4. Cefai, C., & Cooper, P. (2011). The introduction of nurture groups in Maltese schools: A method of promoting inclusive education. British Journal of Special Education, 38(2), 65-72.
  5. Cefai, C., Cooper, P., & Camilleri, L. (2008). Engagement Time: A National Study of Students with Social, Emotional and Behaviour Difficulties in Maltese Schools. Malta, European Centre for Education Resilience and Socio-Emotional Health, University of Malta.
  6. Cefai, C., & Pizzutto, A,S. (2017). Listening to the voices of young children in a nurture class. Emotional and Behavioural Difficulties. 22(3), 248-260.
  7. Cross, M. (2011). Children with social, emotional and behavioural difficulties and communication problems: There is always a reason. London: Jessica Kingsley Publishers.
  8. Crone, D., Hawken, L.S., & Horner, R, H. (2015). Building Positive Behavior Support Systems in Schools Second Edition: Functional Behavioral Assessment. New York: Guilford Press.
  9. Cooper, P. (2006). Promoting Positive Pupil Engagement. Malta: Agenda.
  10. Cooper, P. (2010). Understanding and supporting children with emotional and behavioural difficulties. London: Jessica Kingsley Pulblishers.
  11. Olsen, J., & Cooper, P. (2004). Dealing with disruptive students in the classroom. London: RoutledgeFlamer.
  12. Perrow, S. (2016). Healing stories for challenging behaviour. Gloucestershire: Hawthorn Press.
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