Pupils' challenging behaviour towards their teachers: The role of teacher team collaboration in prevention. A qualitative study

Abstract

Student challenging behavior toward teachers is a common phenomenon across countries. This qualitative study, based on 28 interviews with teachers and their school principals, from nine public schools in Denmark, examined how teachers prevent challenging behavior and the role of team organization. The findings emphasize that sharing knowledge, experiences, and responsibilities within teams facilitates prevention. School principals play a key role in supporting teachers and fostering reflection on teacher-student interactions. Trust among team members is essential for effective collaboration. Strengthening team organization and collaboration offers a practical approach to managing and preventing challenging behaviors within the student-teacher dynamic in schools.