Strategies and Suggestions for Teachers with Students of Diverse Race/ Ethnicity with Behavioural Challenges

This research paper discusses the question, what are teachers‟ experiences with supporting students of diverse racial/ ethnic backgrounds with behavioural challenges in elementary schools? Convenience and purposive sampling were used to find four Ontario Certified Teachers. The participants were a Black male, Black female, White male, and White female teacher. The data was collected through semi-structured one-on-one interviews. The interviews were transcribed, coded, and interpreted to find and synthesize themes. A rigorous analysis revealed four important themes: (1) Student background, home and school life, (2) Classroom dynamics, approach, and expectations, (3) Teacher supports, and (4) Teacher attitude. The research provides insights into how some students of diverse race/ ethnicity with behavioural challenges may be treated differently by their teachers than other students who present the same or similar behaviours. The research also seeks strategies for teachers to be inclusive and equitable to all students so biases, stereotypes, and potential racism do not hinder student-teacher relationships, or the student‟s learning and success. The paper concludes with discussing the implications if current trends and observations of the disproportionate treatment do not change. Recommendations for the ministry, administrators, and teachers are suggested to support all students of diverse race/ ethnicity with behavioural challenges