Primary school educators' perceptions of emotional problems in children during middle childhood

Abstract

The aim of this study was to explore the perceptions of primary school educators regarding emotional problems in children, as well as their perceived role therein. In order to reach these aims, a qualitative exploratory research design was used, and focus group interviews were conducted with primary school educators from three urban schools in Gauteng, South Africa. The focus group interviews were transcribed verbatim, and the transcripts were analysed through thematic content analysis. Themes regarding educators' perceptions include extemalised and internalised behaviours, changes in children's usual behaviour, the impact on school work, and physical or behavioural signs. In addition, the following themes emerged regarding the perceived role of educators in relation to emotional problems in children: educators identify emotional problems in children and love and support those children, they play an active role in the lives of children, and educators utilise resources to assist them with interventions. Participants in this study show insight into emotional problems in children, and are in need of extra support and resources from helping professionals such as counsellors, psychologists and social workers in order to intervene more effectively with children suffering from emotional difficulties.