“It would be easier if I didn’t care as much, but if I didn’t care I wouldn’t be able to do it…” Enabling teachers to manage the personal and professional tensions when supporting pupils with challenging behaviour.

The nature of the relationships that teachers build with their pupils can be influenced by being; an educator, a friend, protector, mentor and disciplinarian. These roles can create opportunities for teachers to have range of emotional experiences within their roles (Chang, 2009). Studies have shown that pupil behaviour is one of the most detrimental factors to teacher wellbeing, yet other studies have shown that teachers’ emotional wellbeing is integral to the way in which they can relate to and interact with pupils and can determine their ability to develop positive teacher-pupil relationships (Hagenauer, Hascher, & Volet; 2015; Farouk, 2012).
This study aimed to understand the emotional experiences of teachers working with pupils with challenging behaviour. Five interviews were undertaken with primary school teachers and a grounded theory approach was used to collect and analyse the data.
Results from the study highlight the significant need for additional support for teachers when managing their emotional experiences of working with pupils with challenging behaviour.
This support highlights the need for systemic changes to the way in which support for teaching staff is incorporated within the school system by providing value and validation to their emotional experiences as well as a safe environment for teachers to share these experiences. However, the research also emphasises the need for teachers to develop a reflective practice to allow them to understand their personal and professional values and develop strategies to allow them to manage and work through tensions that may emerge between these values and their role.