Beyond discipline: the power of mentalization in reducing disruptive behavior in schools: a mixed-methods analysis of teacher-child interactions.

ABSTRACT:

Introduction

Educators frequently encounter substantial challenges managing disruptive classroom behavior. This research examines Mentalization-Based Interventions (MBIs) within classroom to address disruptive behavior and emotional dysregulation, employing an attachment-focused perspective on teacher-student relationships. The study aimed to: (A) assess the effectiveness of MBIs in mitigating disruptive behavior and emotional dysregulation in classroom settings, and (B) analyze mentalizing patterns in teacher-student interactions during episodes of disruption.

Methods

The research observed 10 male pupils (X̄age = 8.4 years) across two alternative provision school classrooms in London, focusing on teacher-student interactions during disruptive incidents. In total, 142 incide

SUBMITTER: Chelouche-Dwek G 

PROVIDER: S-EPMC12488698 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature