Are We Doing Enough? Assessing the Needs of Teachers in Isolated Schools with Students with Oppositional Defiant Disorder in Mainstream Classrooms
Keywords:isolated schools, teacher experiences, stress
The Vinson report (2001) into public education highlighted the growing incidence of behavioural problems within the NSW public school system. One disorder that is currently causing particular concern is Oppositional Defiant Disorder (ODD) as the outcomes for students with ODD who do not receive intervention are dire. Barcalow (2006) claims that without intervention these behaviours may progress, sometimes rapidly, towards delinquency and incarceration. ODD has such a negative impact on classroom life and the working conditions of teachers and students that it needs urgent early intervention. The disorder does not only impact on the individual student, it impacts negatively on the other students, school staff and the learning environment. However, the area is not well-researched particularly from the viewpoint of the teachers who are in rural and isolated school in New South Wales. This qualitative research study examined the experiences of four teachers in two isolated rural schools in NSW who are currently teaching students with ODD. It examines the degree to which behaviours, of students with ODD impact on their own learning and socialisation skills and how this, in turn affects the teachers' ability to teach. Participant teachers indicated experiencing higher levels of stress when teaching students with ODD in isolated communities.
How to Cite
Copyright (c) 2023 Fiona McLean, Roselyn Dixon
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Authors retain copyright of their work, with first publication rights granted to The Australian and Internation Journal of Rural Education.
Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors.
Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.