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Strategies for De-escalating Emotional and Behavioural Difficulties (EBD) in Full-Service
Schools: Perspectives of Teachers and Support Staff
1) Introduction
This assignment presents the research methodology for a study investigating the de-escalation
strategies that teachers and support staff in full-service schools perceive as most effective for
managing emotional and behavioural difficulties (EBD), and the contextual factors that enable or
inhibit effective de-escalation.
The central research question is:
What de-escalation strategies do teachers and support staff in full-service schools perceive as most
effective for managing emotional and behavioural difficulties, and what contextual factors enable or
inhibit effective de-escalation?
This is examined through three sub-questions:
(1) Which specific de-escalation strategies do teachers and support staff identify as most effective
for different types of EBD-related escalation?
(2) What contextual factors do practitioners perceive as enabling or inhibiting successful
de-escalation? And
(3) What training, resources, and systemic supports do teachers and support staff identify as
necessary to improve de-escalation confidence, competence, and safety?
The purpose of the study is to investigate practitioner perspectives on effective de-escalation for
learners with EBD in full-service schools, to understand their lived experiences, and to generate
evidence-informed recommendations for training, resources, and systemic supports. This assignment
discusses the methodological choices that will guide the study, including the research paradigm,
approach, design, sampling, data collection, data analysis, quality criteria, and ethical considerations.
2) Research Paradigm
This study is situated within the interpretive paradigm, which holds that reality is socially
constructed, subjective, and multiple, shaped by individuals' experiences, beliefs, and social contexts
(Wellington, 2015). Ontologically, interpretivism adopts a relativist position, embracing multiple
realities rather than a single objective truth (Creswell, 2013). Epistemologically, interpretivism is
subjectivist, recognising that knowledge is co-constructed through interaction between the researcher
and participants (Crotty, 1998).
The interpretive paradigm is appropriate for this study because it seeks to understand the lived
experiences of teachers and support staff regarding de-escalation of EBD. These experiences are
inherently subjective and cannot be captured through objective, quantitative measures alone. The
emotional, relational, and contextual dimensions of de-escalation—fear, frustration, success, failure,
safety concerns, and professional judgement—require an approach that values subjective
meaning-making (Richmond, 2018). Furthermore, the study explores the perspectives of multiple
stakeholders, each of whom constructs their own understanding of effective de-escalation.
Interpretivism's acceptance of multiple realities allows the researcher to capture these diverse
perspectives without privileging one over another (Creswell, 2013). This paradigm aligns with the
socioecological model of inclusive education, which underpins full-service schooling and recognises
that the classroom is an ecosystem where multiple layers of influence shape practice (Mkhuma,
Mampuru, & Mohlakwana, 2024).
Strategies for De-escalating Emotional and Behavioural Difficulties (EBD) in Full-Service
Schools: Perspectives of Teachers and Support Staff
1) Introduction
This assignment presents the research methodology for a study investigating the de-escalation
strategies that teachers and support staff in full-service schools perceive as most effective for
managing emotional and behavioural difficulties (EBD), and the contextual factors that enable or
inhibit effective de-escalation.
The central research question is:
What de-escalation strategies do teachers and support staff in full-service schools perceive as most
effective for managing emotional and behavioural difficulties, and what contextual factors enable or
inhibit effective de-escalation?
This is examined through three sub-questions:
(1) Which specific de-escalation strategies do teachers and support staff identify as most effective
for different types of EBD-related escalation?
(2) What contextual factors do practitioners perceive as enabling or inhibiting successful
de-escalation? And
(3) What training, resources, and systemic supports do teachers and support staff identify as
necessary to improve de-escalation confidence, competence, and safety?
The purpose of the study is to investigate practitioner perspectives on effective de-escalation for
learners with EBD in full-service schools, to understand their lived experiences, and to generate
evidence-informed recommendations for training, resources, and systemic supports. This assignment
discusses the methodological choices that will guide the study, including the research paradigm,
approach, design, sampling, data collection, data analysis, quality criteria, and ethical considerations.
2) Research Paradigm
This study is situated within the interpretive paradigm, which holds that reality is socially
constructed, subjective, and multiple, shaped by individuals' experiences, beliefs, and social contexts
(Wellington, 2015). Ontologically, interpretivism adopts a relativist position, embracing multiple
realities rather than a single objective truth (Creswell, 2013). Epistemologically, interpretivism is
subjectivist, recognising that knowledge is co-constructed through interaction between the researcher
and participants (Crotty, 1998).
The interpretive paradigm is appropriate for this study because it seeks to understand the lived
experiences of teachers and support staff regarding de-escalation of EBD. These experiences are
inherently subjective and cannot be captured through objective, quantitative measures alone. The
emotional, relational, and contextual dimensions of de-escalation—fear, frustration, success, failure,
safety concerns, and professional judgement—require an approach that values subjective
meaning-making (Richmond, 2018). Furthermore, the study explores the perspectives of multiple
stakeholders, each of whom constructs their own understanding of effective de-escalation.
Interpretivism's acceptance of multiple realities allows the researcher to capture these diverse
perspectives without privileging one over another (Creswell, 2013). This paradigm aligns with the
socioecological model of inclusive education, which underpins full-service schooling and recognises
that the classroom is an ecosystem where multiple layers of influence shape practice (Mkhuma,
Mampuru, & Mohlakwana, 2024).
