Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.

中文翻译：

---

全纳教育中的课堂行为氛围——中学生认知研究

先前的研究指出，教师认为处理困难行为是包容性环境中的一项重大挑战。然而，关于学生对课堂行为气候（CBC）感知的研究很少。因此，本研究旨在检查学生对 CBC 的看法，并确定 CBC 的预测因素以及相关变量。样本由 650 名来自中学（5-9 年级）的德国学生组成，其中 83 名学生被诊断为有特殊教育需求 (SEN)。CBC 通过四个子量表（“学生”学习和专注于教学的可能性“、“破坏性行为”、“身心安全”和“关心物理环境”）来衡量。结果表明，来自不同学校轨道的学生对 CBC 的看法存在显着差异。此外，性别（男性）和 SEN（有 a）可以预测“身体和心理安全”的感知。此外，社会包容、情感体验以及教师支持和关怀都与 CBC 相关。因此，积极的 CBC 对于成功实施包容性教育很重要：虽然课堂的多样性是对行为氛围的挑战，但不良的行为氛围也可能对一些有特殊教育需要的学生构成学习的特定障碍，因此是对公平的普遍挑战包容性教室。