Perspective-taking by teachers in coping with disruptive classroom behavior: A scoping review

Social Sciences & Humanities Open, vol. 7, pp. 100439

Abstract

Primary school teachers experience heavy workloads coping with pupils' disruptive classroom behavior. Teachers' interventions are mostly child-oriented, with often minimal influence on pupils' behavior. Teachers changing their views by perspective-taking may be more effective in handling disruptive classroom behavior. This scoping review explores the available scientific studies concerning primary school teachers' perspective-taking in coping with pupils' disruptive classroom behavior and its impact. Four online databases identified 1791 records and six studies, revealing promising directions on this understudied topic. Teachers' perspective-taking concerning coping with disruptive classroom behavior is an important topic that deserves further exploration, especially given the potential benefits of decreased classroom exclusion and increased academic success.

Authors 4

1. Astrid Ottenheym - Vliegen corresponding

   Radboud University Nijmegen · Donders Institute for Brain, Cognition and Behaviour

   Affiliation as printed

   Radboud University, Donders Institute, PO Box 9101, 6500HB, Nijmegen, the Netherlands

2. Marion J.C. van Hattum

   HAN University of Applied Sciences

   Affiliation as printed

   University of Applied Sciences of Nijmegen and Arnhem(HAN), PO Box 6960, 6503 GL, Nijmegen, the Netherlands

3. Hanna Swaab Aachen Faculty of Social and Behavioral Sciences Clinical Neurodevelopmental Sciences and Leiden Institute for Brain and Cognition

   Leiden University

   Affiliation as printed

   Leiden University, Faculty of Social and Behavioral Sciences, Education and Child Studies, Clinical Neurodevelopmental Sciences and Leiden Institute for Brain and Cognition, PO Box 9500, 2300 RA, Leiden, the Netherlands

4. Wouter Staal Aachen Faculty of Social and Behavioral Sciences Clinical Neurodevelopmental Sciences and Leiden Institute for Brain and Cognition

   Leiden University · Radboud University Nijmegen · Radboud University Medical Center

   Affiliation as printed

   Leiden University, Faculty of Social and Behavioral Sciences, Education and Child Studies, Clinical Neurodevelopmental Sciences and Leiden Institute for Brain and Cognition, PO Box 9500, 2300 RA, Leiden, the Netherlands

   RadboudUMC, Youth Psychiatry and Education, Department of Psychiatry, PO Box 9101, 6500HB, University Nijmegen, the Netherlands