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This paper discusses a study of perceptions of teachers and associated professionals working with pupils with BESD of primary school age in Cyprus and it draws on of a study undertaken in 2007-2009 in a Cypriot primary school which operates under a Priority Education Policy. A qualitative, interpretive approach to data collection was employed combining two different methods: interviews and classroom observations. Discussion focuses upon the factors involved in enhancing good practice in teaching pupils with BESD, how the participants perceive good practice and possible ways to improve the current practice in the future. The findings constitute potentially rich material with pedagogical implications that maybe shown to be crucial in not only shedding light on the nature of the issue under study, but also in suggesting potentially effective practice. Two key themes emerged as the most challenging in addressing difficulties of these pupils is discussed: the role of associate professionals and the time taken for official identification and assessment of the difficulties to be made.

international journal for cross-disciplinary subjects in education

Investigating the Notion of ‘Good Practice’ in Primary Schools in Cyprus: The Perspective of Teachers and Associate Professionals Working with Pupils with Behaviour Emotional and Social Difficulties