Algirdas Alisauskas


The author aimed at analysing the satisfaction with a school and education of primary school children, having behavioural problems, as well as to disclose the character and causes of their experienced difficulties, and describe their anxieties due to inappropriate behaviour. The structured interviews with children have been applied. Children had an opportunity to add their comments to certain question. It was found that the controversial approach towards the school is common for those children who experience behavioural difficulties. In the school the need of children to communicate with their peers is satisfied, however they are not satisfied within the requirements of education as well as with the conflict relationships with other students in a school. Children feel concern about their inappropriate behaviour, and experience anxiety and tension. However, they used to blame themselves because of inappropriate behaviour at school. Teachers are not enough focused on the support to a child, but usually shifts the responsibility on him or her.


anxiety; behavioural difficulties; satisfaction with a school

Full Text:



Ališauskas, A., Šimkienė, G. (2013). Mokytojų patirtys, ugdant mokinius, turinčius elgesio ir/ar emocijų problemų. Specialusis ugdymas, 1 (28), 51-61.

Ališauskas, A., Ališauskienė S., Gerulaitis D., Kaffemanienė I., Melienė R., Miltenienė L. (2011). Specialiųjų ugdymo(si) poreikių tenkinimas: Lietuvos patirtis užsienio šalių kontekste. Mokslo studija. Šiauliai. VšĮ ŠU leidykla.

Davis, P., Florian, L. (2004). Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. Queen‘s Printer.

Delfos, M. F. (2004). Children and behavioural problems:anxiety, aggression, depression and ADHD: a biopsychological model with guidelines for diagnostics and treatment. London: Jessica Kingsley.

Dervinytė-Bongarzoni, A. (2008). Pagalbos galimybės aktyvumo ir dėmesio sunkumų turintiems vaikams. Metodinės rekomendacijos mokyklų specialistams. Vilnius.

Dreikurs, R. with Vicki Soltz (1995). Happy Children. A Challenge to Parents. Published by the Australian Council for Educational Research. Ltd, Acer. Melbourne.

Dreikurs,R., Grunwald B.B., Pepper, F. C. (1982). Maintaining sanity in the classroom – classroom management techniques. Harper & Row.

Evans, J., Haarden, A., Thomas, J. (2004). What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary shools? Findings from a systematic review of research. Journal of research in special educational needs, 4 (1), 2-16.

Gečienė J. (2008). (Red.) Hiperaktyvių mokinių gebėjimų ugdymas. Metodinė veikla mokytojo ir mokinio kompetencijoms ugdyti: iš mokytojų patirties. Pedagogų profesinės raidos centras. Vinius: Lietuvos Respublikos Švietimo ir mokslo ministerija Švietimo aprūpinimo centras.

Geležinienė, R., Ruškus, J., Balčiūnas, S. (2008). Mokytojų veiklų, ugdant elgesio ir emocijų sutrikimų turinčius vaikus, tipologizavimas. Specialusis ugdymas, 2 (19), 45-58.

Hampton, S. S., Hess - Rice, E. K.(2003). Restructuring service delivery for students with emotional and behaviour disorders. In: F.E. Obiakor, C.A. Utley, A.F. Rotatori (Eds.) Effective education for learners with exceptionalities (pp. 119-128).Oxford, England: Elsevier Science/UK, JAI Press.

Mooij, T., Smeets, E. (2009). Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education,(13) 6, 597-616.l

Samašonok, K., Gudonis, V., Juodraitis, A. (2010). Institucinio ugdymo ir adaptyvaus elgesio modeliavimas. Monografija. Šiauliai: ŠUL.

Thacker, J., Strudwick, D., Babbedge, E. (2002). Educating children with emotional and behavioural difficulties. Inclusive practice in mainstream schools. London: Routledge.



  • There are currently no refbacks.