Chapter 7 acknowledges that, despite the best planning for positive engagement, students will still exhibit disengaged and disruptive behaviours. It examines the research to discuss which behaviours are the most common and the most difficult to manage in a classroom environment. It makes the distinction between frequent disengaged behaviour and rare ‘challenging’ behaviour discussed in Chapters 9 and 10.

Building on previous chapters, this chapter also discusses the best ways to prevent disengaged behaviours through implementing consistent classroom routines, structures and expectations, including the explicit teaching of expected behaviour. Ongoing strategies such as social-emotional learning to build strong relationships, low-key techniques to remind and redirect behaviours, class meetings to support student voice and engaging lessons are explored.

Engagement theory recognises that a student’s engagement with education is impacted by factors external to schooling. It is argued that this relationship starts at birth and is continually influenced by family, community, media and individual characteristics in both positive and negative ways.

This chapter investigates the various external factors that influence student engagement. It explores an ecological approach to engagement focusing on personal, family, community and social factors. It reviews the impact of key indicators of health, wellbeing and development on student engagement and highlights what teachers can do to recognise these influences and accommodate them where possible.

This chapter addresses developments in Late Antiquity, which witnessed a partial shift to more land-based conceptions of both ownership and rulership. The prior literature has pointed to two explanatory factors: the decline of classical polis culture amidst the deurbanization of Late Antiquity, and the rise of Christianity. The chapter draws together the threads of this literature, in order to develop an account of late antique cultural change. Classical Roman property law, it argues, had its context in classical cities. The relative decay of urban dominance and the rise of Christianity tended to undermine the classical foundations of the law of both ownership and rulership. The Empire was reconceived in more territorial terms, while classical conceptions of elite power faltered. The resulting shifts did not result in any decisive and thoroughgoing transformation of the understanding of ownership and rulership, but they set the stage for later developments of great significance.

The ancient historian M. I. Finley once organized a forum to discuss “Roman investment in property.” Finley believed that studies of the ancient economy should put the focus on ancient elite mentalities, and his symposium was designed to test the proposition that ancient and modern mentalities differed: The question he put to the participants was “just what the notion of ‘investment’ meant in Roman society.” “[N]o presuppositions about maximization of income and the like,” he added, “were implicit in the choice of the word.”1

This chapter discusses archaic Roman property law, whose symbolism and terminology show a striking orientation toward the ownership of living creatures, human and animal. That symbolism and terminology was seized upon by many of the leading thinkers of the past, who believed it offered clues to the origins of human society. It was also seized upon by both Communist and Fascist ideologues. Today, by contrast, its significance is generally dismissed. Modern scholarship has been heavily dedicated to reconstructing the socio-economic realities; scholars often deploy their learning to dispel the “myths” in the sources, among them the myths in the archaic Roman sources. Yet the myths matter; “idioms of power” cannot simply be written off. The chapter brings the anthropology of property law to bear on the interpretation of these mysterious sources, and describes the long intellectual and political history of their interpretation and ideological use.

This chapter defines and describes trauma, adversity and trauma-informed practice. We explore how trauma impacts children and young people and how this may influence their engagement with education. A summary about how a student may present when experiencing trauma is provided. As teachers often hear about and address trauma and adversity faced by children, the concepts of compassion fatigue and vicarious trauma are also briefly explored. The chapter ends with examples of ways in which teachers can create trauma-informed classrooms and support and promote trauma-informed policies and practices in schools.