Solution Circles as an intervention to support staff in managing low-level disruptive behaviour: evaluation using a multiple baseline design

A systematic literature review was conducted to explore the relationship between teacher experience of challenging pupil behaviour and teacher health and well-being.

Increased challenging pupil behaviour was found to be associated with a decrease in teacher health and well-being, with effect sizes ranging from small to large.

The most evident association was between challenging behaviour and emotional exhaustion.

Preliminary evidence of an association between challenging behaviour and both general health and depression were also found.

However, due to the correlational nature of the majority of statistical analyses, causation cannot be inferred.

The empirical paper examines the effectiveness of Solution Circles (SCs), a group problem-solving tool, in generating strategies that reduce low-level disruptive behaviours in primary age children.

A non-concurrent multiple baseline design was used in which teachers participated in a SC to generate strategies to support one child in their class.

Observations were conducted to analyse behavioural change as a result of the generated strategies being implemented.

Participants consisted of seven class teachers and the seven respective children in each teacher's class (who were the focus of the SCs), as well as additional school staff who were part of the SCs.

Participants were recruited from four schools, across two boroughs in England.

Social validity of findings and fidelity to the intervention were assessed using Target, Monitoring and Evaluation, a staff questionnaire and audio recording of the SCs.

Incomplete data was obtained for three participants and across participants there was limited consistent use of the agreed strategies.

A statistically significant difference in behaviour occurred for two children following the SC.

Due to the variability in baseline data and lack of consistent strategy implementation, it is not possible to draw firm conclusions regarding the effectiveness of the SC intervention.

Recommendations and implications for future research and practice are discussed.