They Don’t See the Real Me!” Student Voices on Behaviour and Belonging
Abstract:
Students with social, emotional, and behavioural difficulties (SEBD) are often viewed through a deficit-based lens of disruption and non-compliance; their inner experiences remain largely unexamined in educational discourse [1, 2]. This study addresses a critical gap by foregrounding the voices of secondary school students in Malta who have been identified as exhibiting SEBD, exploring their lived experiences of behaviour, belonging, and support. Drawing on a qualitative design that included focus groups, journaling, and ethnographic classroom observations, this study examined how these students perceive their challenges and what strategies they consider most helpful for engagement. Thematic analysis revealed five interconnected themes: emotional distress misinterpreted as de f iance; anxiety and overwhelm; mistrust and withdrawal; autonomy-seeking behaviours; and internalised failure linked to disconnection. Students identified significant strategies that supported their participation, such as emo tionally safe spaces, interactive and flexible lessons, movement breaks, and relational trust, reinforcing findings from recent trauma-informed and student-centred research [3-5]. These strategies align with the core principles of Maslow’s hierarchy of needs and the psychosocial model, emphasising the foundational role of emotional safety, autonomy, and belonging in educational engagement [6]. Rather than interpreting SEBD as inherent pathology, this study reframes behaviour as relational communication and inclusion as a practice of connection. In doing so, it contributes to growing calls for participatory and trauma-informed responses to behaviour that centre student agency and dignity [7]. This research offers practical implications for educators and policymakers seeking to shift from compliance to compassion and from control to meaningful engagement. 1Simon Farrugia is an author and lecturer at the Malta Leadership Institute where he teaches courses related to the field of education. His research interests lie in ethnomusicology, particularly Maltese musical traditions, audiovisual research, and the semiotics of music, and in education, with an emphasis on inclusion, creativity, and the sociology of schooling. His academic work includes a television documentary series on world music and a co-authored book on Maltese historical anthropology, in addition to several publications in music education and ethnomusicology. His most recent publication is the monograph Th e Maltese Wind Band: A Musical Tradition and Its Practice Today (McFarland, 2023) as well as the ethnographic film Sounds of Weeping: Funeral Marches in Maltese Society and Culture which premiered at the 48th International Council for Traditions of Music and Dance world conference in January 2025 in Wellington, New Zealand. He also serves on the Malta National Committee of RILM (Répertoire International de Littérature Musicale). 2Bernice Pizzuto is a learning support educator (LSE) with over 12 years of experience in inclusive education. She holds a B.A. (Hons) in Inclusive Education and a master’s degree in inclusive education, specialising in chal lenging behaviour. Passionate about supporting students with behavioural difficulties, she is dedicated to fostering inclusive learning environments that empower all learners to thrive.
