Perspective-taking by teachers in coping with disruptive classroom behavior: A scoping review

Abstract

Primary school teachers experience heavy workloads coping with pupils' disruptive classroom behavior. Teachers' interventions are mostly child-oriented, with often minimal influence on pupils' behavior. Teachers changing their views by perspective-taking may be more effective in handling disruptive classroom behavior.This scoping review explores the available scientific studies concerning primary school teachers' perspective-taking in coping with pupils' disruptive classroom behavior and its impact.Four online databases identified 1791 records and six studies, revealing promising directions on this understudied topic. Teachers' perspective-taking concerning coping with disruptive classroom behavior is an important topic that deserves further exploration, especially given the potential benefits of decreased classroom exclusion and increased academic success.

Keywords

• Perspective-taking
• Teachers
• Coping
• Disruptive behavior
• Scoping review