WORKING WITH DIFFICULT CHILDREN: A SCIENTIFIC PERSPECTIVE

Abstract

Working with difficult children—a term broadly used to describe children who exhibit externalizing (e.g., aggression, defiance) or internalizing (e.g., withdrawal, anxiety) disruptive behaviours—is a central challenge in educational, clinical, and family contexts. Such behaviours can negatively affect learning, social interaction, and long-term development. This article critically reviews current theoretical frameworks, evidence-based interventions, and practical strategies to support these children effectively. Drawing on psychological research, educational studies, and clinical intervention literature, we highlight foundational principles in understanding behaviour, the role of caregiver-child relationships, behaviour management techniques, and intervention frameworks such as cognitive-behavioural approaches, positive reinforcement models, and systemic practices. Finally, gaps in research and future directions for practice are discussed.