Disruptive behavioural disorders (DBD) of children are a major concern for teachers while engaging in the classroom. Correspondingly, primary school teachers should be well-equipped to manage child learners with DBD. This study explored what factors influence primary school teachers' access, utilisation and appraisal of vital health information for managing students with DBD.
The data used in the current paper was collected through in-depth interviews with teachers working in public lower primary schools in central Kerala, India. The refined data was then analysed thematically.
Four focal themes emerged from the input data: bridging social capital, classroom strategies, trained incapacity and role strain. The study found that the charismatic authority of teachers influences child learners with behavioural disorders only in the short term. Additionally, the study asserts that in-service teacher training programmes often overlook the behavioural and social components of health.
This study significantly advances our understanding of how the social embeddedness of health literacy among teachers influences their management of child learners with behaviour disorders. Specifically, it unravels the unique ways teachers utilise social networks to access health information (how), identifies the effective strategies they employ (what) and elucidates the underlying reasons for these strategies (why). The merit of this study lies in its comprehensive analysis of the interplay between social structures, social networks and health literacy, providing novel insights into practices followed by teachers in managing child learners with DBD.
