When Teachers Mentalize: A Mixed-Methods Analysis of Teacher Responses to Disruptive Classroom Behaviour.
- DOI
- 10.3390/children13070911
- Published
- 2026 Jul 9
- Container
- Children (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- yes
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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3390/children13070911,
title = {When Teachers Mentalize: A Mixed-Methods Analysis of Teacher Responses to Disruptive Classroom Behaviour.},
author = {Chelouche-Dwek G and Miracle A and McHugh B and Dawson N and Hillman M and Fonagy P},
year = {2026},
journal = {Children (Basel, Switzerland)},
doi = {10.3390/children13070911},
url = {https://doi.org/10.3390/children13070911}
}RIS
TY - JOUR TI - When Teachers Mentalize: A Mixed-Methods Analysis of Teacher Responses to Disruptive Classroom Behaviour. AU - Chelouche-Dwek G AU - Miracle A AU - McHugh B AU - Dawson N AU - Hillman M AU - Fonagy P PY - 2026 JO - Children (Basel, Switzerland) DO - 10.3390/children13070911 UR - https://doi.org/10.3390/children13070911 ER -
APA
G, C., A, M., B, M., N, D., M, H., & P, F. (2026). When Teachers Mentalize: A Mixed-Methods Analysis of Teacher Responses to Disruptive Classroom Behaviour.. Children (Basel, Switzerland). https://doi.org/10.3390/children13070911
Source records
- pubmed · retrieved 2026-09-27T07:45:17.014Z