‘They almost seem to revel in their behaviour’: An interpretative phenomenological analysis of the experience of alternative provision teachers when teaching students with conduct problems and callous-unemotional traits

Teachers working in Alternative Provision (AP) settings, for students with additional behaviour needs, are likely to experience working with students with conduct problems. Some students with conduct problems may also present with Callous-Unemotional (CU) traits, such as low empathy and interpersonal callousness. This study explores AP teachers’ experiences of teaching students with these characteristics, as well as aiming to identify the strategies that teachers use to manage student behaviour in these circumstances. Using an Interpretative Phenomenological Analysis (IPA) framework, in-depth interviews have been conducted with two teachers working at AP schools in England. Key themes identified within the data suggest that AP teachers may use strategies such as playful learning, reflective avoidance, and colleague relationships, to support their wellbeing and manage student behaviour. There needs to be recognition of the types and levels of support that AP teachers may require to ensure that remaining in the teaching profession is sustainable.