Managing problem behaviours: a challenge to teacher effectiveness?

Managing the aggressiveness of difficult students proves to be one of the most delicate and controversial aspects in schools, due to the emotional effects it produces and the practical management that sometimes risks touching thorny legal issues. Managing problem behaviors represents the true focal point of the teaching profession, touching on personal (not always conscious) and professional aspects. The Department of Human Sciences at the University of Verona collected data from seven years of training specialized support teachers, interviewing over two thousand teachers from 2016 to 2023. The use of the “TEIP” scale (Teacher Efficacy for Inclusive Practices) highlighted the levels of efficacy towards inclusive education, which are influenced by: type of training offered by the institution; level of knowledge of legislation and educational policies on inclusion; professional and personal experience of teachers in interacting with people with disabilities (Loreman, Sharma, and Forlin, 2014). In other countries involved in the survey (Australia, Hong Kong, Canada, India, China, Finland, South Africa), these three components are always present but hold different importance depending on the culture and context in which they operate. The Italian context is no exception, but there does not yet seem to be a proactive attitude and preventive policies in this regard, although they are hoped for: often, actions are taken to address emergencies. However, from the testimonies of welcoming tutors and school principals, guidelines would be possible but are not yet formalized or official. The management of problematic and aggressive behaviors by students takes on different connotations depending on the level of education (from primary to secondary school) and the area in which one operates (urban context with good resources, problematic suburbs, rural or mountainous areas, hinterland), revealing sometimes unexpected outcomes. This research aims to present the initial results of a longitudinal study, hypothesizing new strategies in teacher training.