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Emotional and Social Wellbeing – Case Study

1.0 Introduction

Steve Warner, the principal of Manor Lakes P-12 College in Wyndham Vale, was seen on camera pulling a young kid around a playground for allegedly acting inappropriately toward a pregnant female teacher. However, the young boy’s sister, Bianca Moore, has stated that the rumors are untrue (Graham, 2019). The administrator dragged the young boy, who has ADHD and anxiety and was worried about attending a new school. His sister said that he was merely throwing a temper tantrum because he had been asked to share something new with the class that he wasn’t sure about (Graham, 2019). The goal of this report is to offer background information in order to better comprehend the situation and develop ways to assist the young student. To begin, the paper will examine and explore theoretical frameworks and models for dealing with these behaviors. The paper then goes on to examine and identify a range of successful tactics and interventions that may promote the learner’s inclusive involvement and engagement in classroom activities, as well as aid in guiding his behavior. In addition, the paper will address family, cultural, and ethical factors important to this situation, as well as applicable policy frameworks and necessary legislation requirements, as well as any relevant external assistance organizations.

2.0 Findings

2.1 Sociocultural, Behavioural and Humanism Theories

In this case study, the child’s attention deficit hyperactivity disorder (ADHD) and anxiety lead to certain troublesome behaviors. Teachers and parents may benefit from understanding the theories that can help them lessen the student’s undesirable conduct.

The first theory to be examined is the sociocultural theory, which aims to increase children’s socialization via interaction with their environment. Social development comprises the acquisition of values, facts, and talents that enable children to make more meaningful connections with others (Scott & Palincsar, 2013). In the context of organizations or society, socialisation is the process of gaining the skills and knowledge essential to participate in them. It takes years to get socialized (Scott & Palincsar, 2013). Young children are progressively introduced to diverse socializing groups via sports, clubs, and school, which helps them become more comfortable chatting and socializing. It is possible that this will be different for children who have diseases or impairments. In certain cases, a child’s illness leads them to be separated from their mother, impairing their ability to communicate effectively (Kozulin & Gindis, 2007). In this situation, the child lacks social connections, which causes him to act inappropriately in social situations.

Behavioral theories are also relevant in this situation. ADHD children have a reputation for being angry and disrespectful toward their parents and teachers. The presence of peer-related concerns such as anger, argumentativeness, and a lack of self-control in children with ADHD has been described. As previously stated, the student in the case study exhibits hostile behavior toward his teacher, as shown by the following: (Davis et al., 2015). There are behavioral treatments for children with ADHD that may help them behave better at school, according to the American Academy of Pediatrics. It is these types of positive reinforcement tactics that are used to eliminate negative reinforcement from the situation. If this concept is used consistently, it may be modified to get the desired effects. Another method is to do a functional behavioral analysis (Davis et al., 2015). Developing a behavioral management intervention to be used in conjunction with a functional behavior analysis. In order to do this, first identify positive behaviors in the child’s environment, and then identify negative impacts in the child’s environment.

The Humanistic Learning Theory, often known as Humanism, places an emphasis on many human characteristics such as creativity, personal growth, and choice, among others (Johnson, 2014). When we use the term “humanist,” we are referring to a wide way of life or a particular philosophy that stresses our humanity and our individuality. It raises awareness of the human situation and uniqueness via the use of art, literature, music, and other forms of expression. Because of the humanistic approach, the child is always at the center of the learning process. According to Maslow, children who have their basic material needs met, are safe and secure, and have a sense of belonging may be able to withstand some dissatisfaction and grieving as long as they are not extreme in their feelings of loss (Johnson, 2014). Because of this, the participant acquires a sense of self-worth based on rational self-awareness, personal accomplishment, and an inner incentive for further achievement and development. When the case study is examined through the lens of humanism theory, it is discovered that the student lacks a feeling of belonging, love, and self-esteem.

2.2 Family, Cultural and Ethical Considerations

Growing up in a culture instills in kids the ability to function as members of that culture: this has a huge effect on their self-esteem (Pradana et al., 2020). In this case study, despite the fact that the student’s cultural background is not known, behavioral measurements may still be used. A variety of factors impact a child’s conduct in school. One of these is the influence of culture. Other factors to consider include economic stability, family dynamics, and parental perspectives. Children from low-income households who are unable to provide for their basic necessities might suffer as a result of economic instability. However, since children copy their parents’ activities, the opinions of their parents have an influence on their children’s behavior. The likelihood that their children will exhibit positive school conduct is high if their parents do not set a good example for them. Because this child has attention deficit hyperactivity disorder (ADHD), open communication between parents and school is essential. Parents will be able to inform the school of any changes in their children as a result of this open communication (Kozulin & Gindis, 2007). Changes in the student’s family relationships, therapy, or drugs are all possible. Effective partnerships are founded on mutual trust, respect, and a shared sense of responsibility for the education of the kid. Taking into account these relevant factors may assist teachers and the school in assisting this child throughout his education.

2.3 Policy, Legislation and Support Organisations

Everyone, regardless of their circumstances, has the right to an education, according to the United Nations Convention on the Rights of the Child (Engdahl, 2019). The Australian government issued the Disability Standards for Education in 2005. Through suitable learning activities, all children may engage in the Australian Curriculum alongside their peers. This notion is recognized in every state’s disability and discrimination laws, and it is incorporated in the official curriculum. In this case, the child was diagnosed with ADHD as well as anxiety (NCCD, 2005). Teachers should have visited the family prior to the student’s first day of school to learn about the student’s needs. Teachers should have worked with the family as well as the school to ensure that a well-trained team of experts could concentrate on the child’s education and, if required, development.

According to the Victoria State Government, the policy formation and analysis process enables the school board to involve the school community in conversations regarding educational problems. It represents the council’s intention to represent the interests of society. According to the Victorian State Government, families should try a few things before seeking outside help (Savage, 2020). If parents have concerns about their child’s behavior, they should speak with his or her teacher. If their conduct endangers them or other students, the school will impose a behavior treatment plan. This behavior support plan will be used as a care approach, with interventions for family, child, and school included. Thanks to great coordination with parents, families, and other specialists, information on the child’s continuing learning and accomplishments may be supplied (Savage, 2020). If the kid continues to ignore regular instructions, the teacher or educator must notify the child’s parents. At times, children may need additional clinical care and encouragement from others, which must be provided.

3.0 Recommendations

3.1 Creating a Collaborative Classroom

ADHD students may have special needs. Teachers can help students avoid impulsive conduct by establishing an atmosphere that is vivid and interesting for them. It is crucial for student-teacher cooperation that an inclusive environment be created in order for students to be heard and understood. Teachers have the authority to negotiate with students, parents, and colleagues. A sensory demand associated with ADHD might then manifest itself via the child in this setting. Parents and other educators may work to develop a behavior support plan at home for this kid in order to ensure that everyone is aware of this student’s specific needs. A strong emphasis on communication should be placed on in the collaborative classroom. Active listening, questioning, and respect should be modeled by the teacher, and duties should be clearly defined (Kozulin & Gindis, 2007). Outbursts and aggressive behavior may be reduced if this child participates in collaborative activities with the class and develops an awareness of his or her own needs, both of which are critical for this child. Establishing trust and respect among students in the classroom is another method in which educators may foster a collaborative learning environment. Teachers may help this child feel heard and valued by developing classroom activities and duties, encouraging and supporting unique strengths and interests, and respecting the viewpoints of everyone in the classroom.

3.2 Buddy System

A buddy system might be implemented to aid incoming students in becoming acclimated to their new educational environment. When two individuals, known as “buddies,” work together as a single unit to monitor and help one another, they are referred to as using the buddy system (Bush, 2003). Due to the absence of an established social network and a general lack of awareness of what is expected of them in and outside of the classroom, starting at a new school may be scary. Establishing a Buddy System will allow us to pair up this child with a fellow student who will help him or her navigate school grounds, meet new people, and help them adjust to their new environment in general. In the course of this collaboration, the student will gain a peer who will be able to help him or her in modeling acceptable conduct and expectations. This strategy will promote social connectedness and empathy between the child with ADHD and the rest of the class (Bush, 2003). This will also aid in the establishment of a positive school atmosphere, the promotion of diversity, and the expansion of this student’s learning opportunities. Because this child is new to the school, the buddy will serve as a point of contact for them when they have concerns about what is going on or what is expected of them in the classroom. They will be present on the playground and in the classroom to support and lead the children in their activities.

3.3 Utilising the Antecedent, Behaviour and Consequence Design

The ABC approach is another way that may be used. This strategy is often used with children who have learning disabilities (Minahan & Rappaport, 2012). Anything that precedes a certain response is known as an antecedent. In this situation, the teacher encourages the student to speak in front of the whole class about something important. The actions of this research team has created a problem. As seen in this case, the consequences may be detrimental. It is established if a certain activity has a positive or bad consequence. The ABC approach is similar to operant conditioning in that it uses positive reinforcement (Minahan & Rappaport, 2012). Education is structured so that the stimulus serves as an antecedent, the response serves as a behavior, and the reward serves as an outcome. Before using the ABC technique, it is critical to have an understanding of the student’s interests, abilities, and personality (Minahan & Rappaport, 2012).


Bush, G. (2003). School Buddy System: The Practice of Collaboration. American Library Association.

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Davis, R., Campbell, R., Hildon, Z., Hobbs, L., & Michie, S. (2015). Theories of behaviour and behaviour change across the social and behavioural sciences: a scoping review. Health psychology review, 9(3), 323-344.

Engdahl, I. (2019). OMEP policy forum: UN convention on the rights of the child has become policy in many countries. International Journal of Early Childhood, 51(3), 259-264.

Graham, B. (2019, February 1). Principal at Wyndham Vale school stood down after ‘appalling’

Johnson, A. P. (2014). Humanistic learning theory. Education psychology: Theories of learning and human development, 1-10.

Kozulin, A., & Gindis, B. (2007). Sociocultural theory and education of children with special needs: From defectology to remedial pedagogy. The Cambridge companion to Vygotsky, 332-362.

Minahan, J., & Rappaport, N. (2012). The behavior code: A practical guide to understanding and teaching the most challenging students. Harvard Education Press.

NCCD. (2005). Disability standards for education 2005 – NCCD.EDU.AU. NCCD. Retrieved February 9, 2022, from

Pradana, D. A., Mahfud, M., Hermawan, C., & Susanti, H. D. (2020). Nasionalism: Character Education Orientation in Learning Development. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume, 3, 4026-4034.

Savage, G. C. (2020). The quest for revolution in Australian schooling policy. Routledge.

Scott, S., & Palincsar, A. (2013). Sociocultural theory.


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