In support of their recommendations, recent policy pronouncements in England on behaviour (DFE (Department for Education). 2010. The Importance of Teaching-The Schools White Paper. London: TSO) and on reform of special educational needs and disabilities make reference, respectively, to educator perceptions of poor behaviour by children and to practitioner views about social, emotional and behavioural difficulties (SEBD). The evidence base for this analysis appears absent (DFE 2010) or is at best unclearly articulated (DFE (Department for Education). 2012. Support and Aspiration: A New Approach to Special Educational Needs and Disability-Progress and Next Steps. London: Department for Education). In response, this article offers a timely brief review of research, published since 2000, exploring educator perceptions of children who present with SEBD. Research included does not offer clear support to the views expressed by recent policy in England, although it does, in varied ways, suggest the need for positive change in educational practice which affects children who present with SEBD, with particular emphasis upon the need for enacting educational inclusion. Articles included in this literature review are also, briefly, analysed in terms of their: methodological features; theoretical basis, particularly applications of the theory of planned behaviour; broad disciplinary affiliations; and also underpinning rationale. Recommendations for future research and implications for international policy on this topic are outlined: particularly the role of research in persuading practitioners and policy-makers away from deep-rooted but simplistic conceptualisations about this highly varied population of children.
- education policy