Whose behaviour is and is not managed in the early years of school, why and with what effects?

Project dates: 2013-07-01 00:00:00 - 2016-06-30 00:00:00

The use of separate special educational settings for students with disruptive behaviour has increased significantly in recent years. Recent research indicates that many children referred to these settings remain until they drop out in their early teens or graduate to juvenile detention. Many experienced early learning and behavioural difficulties that did not benefit from the supports typically available in regular primary schools. This research will systematically track 200+ children through the first years of school (Prep to Grade 2) to identify what factors contribute most to the development of severely disruptive behaviour and how best to address those factors in the early years while student attitudes and behaviour are still relatively malleable.

**In 2016, this project received funding through the Australian Research Council (ARC) to enable continuation through to the end of Grade 5.


Funding / Grants

  • Financial Markets Foundation for Children