Profile analyses of subliminal teacher behaviour in the primary school context

Children with conspicuous behaviour are more frequently affected by social exclusion in inclusive lessons than their classmates (Bless, 2007; Huber, Nicolay & Weber, 2021). One approach to explaining this phenomenon is to look at the feedback that children receive from their teachers in class. Primary school pupils who observe that other pupils repeatedly receive negative feedback tend to develop a negative attitude towards them (Garrote et al., 2020; Huber, 2019; Nicolay & Huber, 2023; Spilles et al., 2023). The implementation of low-threshold classroom management (Borich, 2016; Helmke, 2007; Rinne, 1984), which is barely perceptible to the classroom public, could offer the potential in inclusive settings not to further jeopardise the social integration of schoolchildren who disrupt lessons.

Initial results from previous research projects show that classroom management has a moderating effect on the relationship between perceived negative teacher feedback and disruptive behaviour in the classroom. Further analyses will use latent profile analysis to investigate whether different profiles of teacher behaviour can be identified within these subliminal classroom management techniques. On the one hand, this could identify teacher behaviours that promote inclusion and, on the other hand, the study presented serves to further validate the content of these nuances of classroom management, which have hardly been explicitly recorded empirically to date.

Who can take part in the PULS project?

The PULS project survey is already underway! Student participation in this project is no longer possible.

All students of the degree programmes

• LA Special Education (BA and MA)
• LA Primary Education,
• LA Haupt-/Real-/Gesamtschule and
• LA Gymnasium

who have completed their

• BA thesis,
• the research project and/or their
• MA thesis

in a coordinated project. Previous experience in pedagogical diagnostics (e.g. in the SPF4/SPF6 module) is helpful, but not a prerequisite for participation.