Insights

This research finds that when educators believe that lagging skill, not will, causes challenging behavior, they understand that these behaviors are changeable, which may foster hope and promote the use of skill-based interventions like Collaborative Problem Solving.

When training educators in Collaborative Problem Solving, we have noticed that their perception of a challenging student seems to be impacted both by what they have heard about that student and what they believe about challenging behavior more generally. This study confirms that this is true.

In this study, teachers were given different information about a student. Those who were told that the student experienced "traumatic childhood experiences" reported that his misbehavior was a reflection of the situation rather than of the student himself, less under his control and more stable (less changeable) over time. These teachers reported feeling less hopeful and were less likely to gather additional information about the problem than teachers in other groups who had been given different background information about the student.

But no matter what they were told about the student, teachers who more strongly believed that lagging skills caused the student's misbehaviors attributed them to a reflection of the situation rather than of the student himself, less under his control, and less stable (more likely to be able to be changed). These teachers felt more hopeful, reported greater self-efficacy to address the behavior, and were more likely to use skill-related interventions and explanations.

Helping educators understand that skill, not will, is the source of challenging behavior (even in students who have experienced trauma) may help them understand that these behaviors are changeable, which may foster hope and promote the use of skill-based interventions like Collaborative Problem Solving.