The present paper mentions the social dimension of the sources of deviant emotional and behavioural patterns, which exacerbate social integration, but then focuses on presenting the understanding of these difficulties and disorders2 in terms of psychological events unfolding in the individual. It depicts the key responses of the environment to such difficulties/disorders, especially the school environment, and describes one-dimensional causal and systematic models of understanding. Furthermore, it calls attention to the significance of the role of ‘student’ and the ‘role of teacher’ as a dimension based on consensus which proscribes acceptable behavioural patterns for adolescents as well as the pedagogical staff, and to the changing proceedings in educational institutions. These result in increased pressure on vulnerable groups, whose socialization does not meet school criteria. Additionally, these proceedings render the pedagogical staff helpless, because they are insufficiently prepared to examine and fathom the interacting influences of diverse factors, in particular those that affect adolescents and effect changes in the role of education in an era of globalization and unstable identities. The paper also focuses on the adolescent grappling with educational demands and expectations of the school environment and displaying inappropriate or unpredictable emotional and behavioural responses. In light of this, I will present selected classifications and point out their incongruity, which demonstrates the complexity and multidimensionality of the conditions for such disturbing responses. Classifications can help clarify a matter, but also entail the threat of stigmatization. In conclusion, I will propose a few basic guidelines for identifying and working with this group of adolescents in the context of educational institutions.
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