Teachers’ Experience and Management of Young Children Treated Because of Home Conduct Problems: A qualitative study

In the present study, a sample of 27 teachers were interviewed regarding their experience and management of young children with conduct problems in day-care or school settings. The children had been referred and treated because of oppositional and conduct problems at home. Qualitative analysis of data was performed by using elements of a grounded theory approach. Although the children had complex conduct problems presenting considerable challenges for their teachers, most teachers described a close and engaged relationship with these children. Teachers used within-discipline and within-classroom approaches in their work with a main focus on managing the child’s daily life in day-care or school, supported by close colleagues. Their practices were not deeply rooted in evidence-based knowledge and methods. Most teachers reported collaboration with parents as positive and necessary, however, they only pursued it to a limited extent. Representatives from supplementary services, such as school psychologist, child protection care and child psychiatry, were rarely involved in the work of teachers. Implications of the findings are discussed.