Children with SEBD, diagnosed or not, are likely to live in social isolation, to receive a poor education, and they risk becoming deviant teenagers, or unemployed adults. Teachers and staff with responsibility for behavioral matters in school are often alone in the management of these difficulties, and poorly prepared for dealing complicated educational challenges.
The bad management of the SEBD provokes further costs for the health system and, more in general, for the whole society. A way to approach SEBD with consistent level of educational success is to equip teachers with proper training on practical and proven classroom management strategies that can help them to effectively control difficult behaviours with confidence and competence.
The BEHAVE project have also long-term benefits. It, in fact, can represent an important reference point for orienting policies and intervention in the sector of the education for special needs.