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How to work with difficult teens at school?

First, let's talk about "difficult teens." In regular work with adolescents, I noticed that the word “difficult” as applied to children and adolescents is inappropriate and even reduces the quality of the specialist’s work with them. Why?

Firstly, teens are different, situations in their lives are also very different. Unfortunately, sometimes children have to go through such tests, which not every adult can handle. The fact that in a difficult situation the teenager began to show qualities that are uncomfortable for the teacher can be an adequate response to an abnormal situation. In this context, the word “difficult” will more accurately indicate the situation in which the adolescent finds himself. Secondly, when a specialist calls his student a “difficult teenager”, he narrows the spectrum of interaction with him, increases the distance and significantly reduces the likelihood of any kind of assistance. What can be done with a “difficult teenager”? You can scold, put a bad mark, kick out. If the same specialist sees that the teenager is in a difficult situation, the context changes. He can help, sympathize, discuss solutions. Without labels, to see a teenager for a person who at the moment may not be easy. According to experts, the mere fact that they stopped calling teenagers “difficult”, including for themselves, gives a qualitative leap in working with teenagers.

"Comfortable" students and the quality of training. It happens that a class consists mainly of obedient, attentive students. They listen to everything they are told, ask questions on time, nod, understand everything. “Comfortable” children are more likely to perceive complex, inappropriate for age, uninteresting information provided. “Inconvenient” teenagers ask uncomfortable questions, for example: “Why are you telling us this?”, “How will this help us in the future?” other. The teacher has to…