Are You Listening? I’m Me!


  • Paula Flynn
  • Michael Shevlin
  • Anne Lodge


Pupil Voice, SEBD, social, emotional and/or behavioural difficulties, Mainstream, Challenging Behaviour


The importance of children’s rights has been acknowledged in national and international legislation. However, educational systems are often slow to listen to children’s voices, particularly to children with social, emotional and/or behavioural difficulties (SEBD). This article draws on preliminary findings from research conducted between 2008 and 2011 with students identified with SEBD in mainstream schools in Ireland. The pertinent issues with respect to mainstream schools which provided the impetus for this study include: the policy of inclusion, challenging behaviour, and ‘pupil voice’. The most significant themes which have emerged from the data from preliminary analysis are: positive relationships for students especially with teachers, ‘attachment’ or a sense of belonging within school, leadership and support for initiatives and strategies within the hierarchy of the school, particularly from the principal.




How to Cite

Flynn, P., Shevlin, M., & Lodge, A. (2011). Are You Listening? I’m Me!. REACH: Journal of Inclusive Education in Ireland, 25(1), 60–74. Retrieved from