Teaching with Joy: Strategies for Students with Behavioural Difficulties

Abstract

The current educational context, characterized by increasingly diverse learner profiles, makes classroom behaviour management particularly complex. Teachers face a wide range of challenges, from minor disruptions to more serious behavioural issues, which may negatively affect both classroom climate and the well-being of students and teachers. This study is based on a survey of 76 secondary school teachers from various disciplines who work with students exhibiting behavioural difficulties. A mixed-methods approach was adopted, combining qualitative and quantitative data. The study examines teachers’ classroom management strategies and their contribution to fostering a positive classroom climate, enhancing student engagement and motivation, and supporting emotional well-being and joy in learning. It also explores the effectiveness of teacher training, the challenges encountered, and the need for professional support, resources, and development. Based on the findings, the study proposes recommendations to support the development of an inclusive, joy-centred, and resilient pedagogy that promotes student flourishing and a positive learning environment. Overall, the study highlights the importance of integrating emotional and social dimensions into teaching practices to create classrooms that are both effective and supportive for all learners. Mots-clés : Pratiques pédagogiques, gestion du comportement, pédagogie axée sur la joie, climat de classe, bien-être, inclusion.