What measures should schools take to address behavioural issues among children?

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Even before the pandemic, at least 50 million children in India were affected by mental health issues, and 80-90% have not sought support. Young children in schools can be naughty, impulsive, and defiant. However, some children show challenging behaviour like frequent temper tantrums, disobedience, anxiety, distraction, and destruction of school property. Hence, it would be relevant to address the behavioural issues among children.

Factors responsible for child behavioural issues at school:

• Gender
• Caste/ class/racial
• Social biases
• Family relationships
• Social experiences
• Educator-student relationships
• Lack of care and attention 
• Covid Pandemic 

It is important to understand a child’s behaviour at school and address it time-to-time as it has long-term detrimental implications on children’s academic achievements, overall growth, and also the school environment.

Measures to address child behavioural issues at school:

1. Reach out to parents for support:

Parents are the first mentors of the child and have immense contribution and responsibility towards shaping the child’s personality. Keep parents consistently in the loop when children misbehave, and ask them to establish similar rules at home that you have at school.

Parents must take interest in their children’s interests and actively indulge with children at home. They must encourage children to share their daily routines and emotions.

2. Model the behaviour you expect:

Children copy and follow their surroundings. It might be TV characters, parents, society, and teachers. Be a positive role model.

Educators can demonstrate acts of kindness, and empathy, articulate their emotions, tell stories to establish morals, dress appropriately, keep words and promises, avoid overusing mobile and social media, and use appropriate language. Most of the time, children try to act like elders. These steps can promote positive behaviour in children.

3. Turn Negative instruction into positive:

“Stop shouting” such instruction can make students behave negatively, teachers can convey or speak in a moderate voice and tone. Instructions work better when it is told what should be done instead of what should not.

When children act negatively, try to find out the reason instead of just punishing them.
Communicate positive behaviour through activities rather than directly telling them and use positive sentences while giving them instructions. This will improve the child’s behaviour at school.

4. Praise child’s positive behaviour at school:

Children seek attention and appreciation, when they don’t get it they are likely to show disturbing behaviour. The best way to eliminate bad behaviour is to appreciate good behaviour. Children eventually understand bad behaviour is unacceptable and good behaviour is praised.

Ex- “Thank you for raising your hand” such conversation develops a sense of belonging in children.  Choose the behavior you want to change and rewards that students might like. When a child behaves well, tell them they have done well and show the rest of the class how proud you are. Children are more likely to behave positively to get a similar reaction.

5. Get to the root cause:

Behaviour is a way of communication for a child. When a child displays challenging behaviour, it is important to understand how frequently the behaviour occurs, what can be the cause, in which circumstances it occurs, and how extreme it is.

Getting to the root can help teachers decide on measures to be taken. Have one-on-one with the child, and take the support of parents and their peers to understand the root of disruptive behavior.

Also Read: 6 ways to keep students and teachers motivated and happy as they get back to schools

6. Value children’s opinions:

Students show disruptive behaviour because they feel no control over their life and sometimes feel less valued. Allow children to express their opinion, this will make them feel worthy and respected, and eventually, they will respect others’ opinions.  At the start of school, teachers should involve students and should work together to establish a class code of conduct.

Discuss the different types of behaviour that you think are acceptable and unacceptable and how you want students to act towards each other, such as treating each other with respect. Write this up and display it in the classroom, so students can always see it. Students are not likely to break rules created on their own and feel valued and in control over their classroom engagement.

7. Teach social-emotional skills:

When a child shows frequent emotional outbursts, this could be a sign that the child hasn’t yet developed skills to cope with feelings like frustration, anxiety, and anger. Many students struggle to identify their emotions and triggers, which makes them behave inappropriately. Since emotions are abstract, children find it difficult to manage them and calm down.

Social Emotional Learning (SEL) skills help the child to identify their emotions and navigate them correctly, developing compassion for themselves and others. According to research SEL skills showed a 9% improvement in classroom behaviour and a 10% decrease in emotional distress.

SEL can be taught through various activities, teachers can ask children to write poetry, perform drama, and draw paintings to express their feelings.

8. Encourage movement:

Various mental health issues could be seen in children due to school closures and pandemics, one of the major reasons is a reduction in physical activities. In the class after 15-20 min of sitting, children lose attention and show issues like becoming tired or seemingly lazy, unable to retain information, and disruptive.

Regular short activity breaks, energisers throughout the school day can be an effective way to reduce disruptive behaviour. If students are feeling bored and are disturbing the class, give them a few exercises and brain breaks to stimulate mood and curiosity.

Children are the Nation-builders. Addressing the behavioural problems is necessary, if it is not addressed on time, they can become chronic and persistent in adolescence and adulthood.

Understanding demand avoidance (DA) in students

Demand avoidance in students refers to a behavioural pattern where they resist or refuse to comply with instructions, tasks, or requests. It can manifest in various ways and can be caused by a variety of factors, including anxiety, difficulty understanding expectations, or a desire for control. Here’s a breakdown of some key points:

• Behaviours: Refusal to follow instructions, procrastination, arguing with teachers, using distraction tactics, emotional outbursts.
• Causes: Anxiety, fear of failure, difficulty understanding tasks, feeling unheard, sensory overload, cultural factors.
• Impacts: Academic difficulties, disruption in the classroom, social and emotional struggles for students.

It’s important to note that demand avoidance is not the same as laziness or defiance. Students who exhibit demand avoidance behaviours often struggle with something underlying, and addressing the root cause is crucial for helping them succeed.

Unveiling the layers of demand avoidance in students

Demand avoidance in students isn’t a simple case of stubbornness. It’s a multifaceted issue with layers of complexity that educators need to understand to effectively manage classroom behaviour. Here’s a deeper exploration:

Beyond the “no”: Variations in resistance

Demand avoidance manifests far beyond a simple “no.” Depending on the student and the situation, it can be a silent struggle or a full-blown outburst.

• The Spectrum of Resistance:
  • Passive Resistance: This is a more subtle form of defiance. Students might procrastinate, feign illness, withdraw from participation, or become forgetful when faced with a demand.
  • Active Resistance: This is a more overt form of defiance. Students might argue with instructions, refuse point-blank to comply, or even have emotional outbursts in response to a demand.

Unmasking the reasons: What triggers resistance?

The reasons behind demand avoidance can be as diverse as the students themselves. Here are some common triggers:

• Anxiety: Unfamiliar tasks, fear of failure, or social anxieties can lead students to resist demands as a way to avoid feeling overwhelmed.
• Sensory Overload: A noisy classroom, bright lights, or uncomfortable seating can trigger sensory overload, making it difficult for students to focus on demands.
• Feeling Unheard: Students who feel their voices aren’t heard might resist demands as a way of regaining some control.
• Difficulty Understanding Expectations: Unclear instructions, complex tasks, or language barriers can make it difficult for students to understand what’s being asked of them, leading to resistance.
• Learning Style Mismatch: A student who learns best kinesthetically might resist a lengthy lecture, while a visual learner might struggle with a task lacking clear diagrams.

Individual differences: Why students respond differently

Demand avoidance isn’t a one-size-fits-all issue. Here’s how individual factors can influence student responses:

• Learning Styles: Some students might struggle with verbal instructions and thrive with visual aids or hands-on activities. Identifying learning styles can help teachers tailor their approach to minimise resistance.
• Cultural Background: Cultural norms around respecting authority figures and communication styles can affect how students respond to demands. Being culturally sensitive can bridge the gap and foster cooperation.
• Social Skills: Students with social difficulties might struggle to understand unspoken expectations or social cues within a demand. Explicitly teaching social skills can help them navigate classroom interactions.

The power of context: why the situation matters

The context surrounding a demand can significantly impact a student’s response:

• The Demand Itself: Students might resist arbitrary demands like cleaning up during a fun activity but be fine with tidying up after a science experiment they enjoyed. Tailoring the demand for the activity can increase compliance.
• The Delivery of the Demand: A harsh tone of voice, unclear instructions, or body language that conveys anger can trigger resistance. Delivering demands in a calm, empathetic manner fosters a more positive response.
• The Student’s State: A student who is tired, hungry, or feeling unwell might be more prone to resistance. Taking student well-being into account creates a supportive learning environment.

The cycle of demand avoidance: A trap to avoid

Demand avoidance can become a self-perpetuating cycle:

1. Demand: A teacher gives instructions or assigns tasks.
2. Resistance: The student resists, either passively or actively.
3. Consequence: The teacher might enforce a consequence (detention, etc.) for non-compliance.
4. Increased Anxiety: The consequence can increase the student’s anxiety, making them more likely to resist future demands.

This cycle can be detrimental to learning and classroom harmony.

Breaking the cycle: Strategies for positive change

Instead of perpetuating the cycle, here are ways to address demand avoidance:

• Understanding the Why: Teachers can develop targeted strategies by investigating the underlying reason for resistance.
• Positive Reinforcement: Focus on rewarding desired behaviours and effort rather than punishment for resistance. This creates positive associations with following instructions.
• Collaboration: Working with students to create a plan for completing tasks can build ownership and reduce resistance. Giving students a sense of control empowers them to participate.
• Open Communication: Creating a safe space for students to express their difficulties can help address anxieties and frustrations. Open communication builds trust and allows for a collaborative approach to learning.

Remember:  Demand avoidance is a complex issue. By recognising the nuances and implementing appropriate strategies, teachers can create a supportive learning environment where all students feel empowered to overcome challenges and embrace their full learning potential.

Conquering the demand avoidance cycle: Strategies for teachers

Demand avoidance can disrupt classrooms and leave students feeling frustrated. But fear not, educators! Here’s a toolkit packed with strategies to break the cycle and foster a positive learning environment:

Understanding the why:

The first step is to become a detective! Uncover the reasons behind student resistance. Here are some common culprits:

• Anxiety: Unfamiliar tasks, fear of failure, or social anxieties can trigger resistance. Students might procrastinate, withdraw from participation, or even have emotional outbursts.
• Sensory Overload: A noisy classroom, bright lights, or uncomfortable seating can make it difficult to focus and complete tasks. Offer sensory breaks or provide students with fidget toys or noise-cancelling headphones.
• Feeling Unheard: Students who feel their voices aren’t heard might resist to regain control. Create a safe space for open communication and actively listen to student concerns.
• Difficulty Understanding Expectations: Unclear instructions, complex tasks, or language barriers can lead to confusion and resistance. Break down instructions into smaller steps, use visual aids, and be mindful of language complexity. Consider offering lessons in the student’s native language if possible.
• Learning Style Mismatch: A student might struggle with a teaching style that doesn’t align with their learning style (e.g., auditory vs. kinesthetic). Cater to different learning styles by incorporating kinesthetic activities, visuals, or manipulatives alongside verbal instructions.

Breaking the cycle:

Once you understand the “why,” you can implement strategies to break the demand avoidance cycle:

• Set Clear Expectations: Outline what’s expected from the beginning. Break complex tasks into smaller, achievable steps. Create checklists or rubrics to keep students on track.
• Positive Reinforcement: Celebrate effort and good choices! A simple “good job” or a sticker chart can go a long way. Positive reinforcement strengthens desired behaviours.
• Empower with Choices: Offer students some control over their learning journey. Let them choose a topic or the order in which they complete tasks. This fosters a sense of ownership and motivation.
• Visual Aids are Your Ally: Charts, pictures, and schedules can keep students focused and on track. Utilise colourful and engaging visuals to capture their attention.

Strategies for diverse learners:

• Learning Styles: Cater to different learning styles. Use kinesthetic activities, visuals, or manipulatives alongside verbal instructions. Allow students to demonstrate their understanding in multiple ways, such as drawings, models, or presentations.
• Cultural Considerations: Be mindful of cultural norms around communication and authority. Adapt your approach to be culturally sensitive. For instance, some cultures may emphasise respect for elders or teachers, while others may encourage more open debate.
• Social Skills Development: Explicitly teach social skills like active listening and following directions. This can help students navigate classroom interactions and reduce misunderstandings that might trigger resistance.

Building a supportive environment:

• Open Communication: Create a safe space for students to express their difficulties. Encourage open communication to address anxieties and frustrations. Let students know that their voices are heard and valued.
• Collaboration: Work with students to create a plan for completing tasks. This builds ownership and reduces resistance. Involve students in setting goals and brainstorming solutions to challenges.
• Positive Relationships: Develop positive relationships with students. This fosters trust and creates a more supportive learning environment. Get to know your students on a personal level and celebrate their strengths.
• Sensory Modifications: Offer sensory breaks or modifications for easily overwhelmed students. This could involve providing a quiet space to de-stress, allowing students to stand up or move around during lessons, or offering tools like fidget toys or noise-cancelling headphones.

Conclusion

Remember, the “rebellion” in your classroom isn’t about defiance; it’s about a deeper need for control and a struggle with anxiety. By employing the strategies outlined in this blog post, you can create a learning environment that fosters cooperation and reduces the overwhelming feeling of demands.

This journey of understanding demand avoidance is ongoing. But with patience, collaboration with parents and professionals, and a commitment to building a more supportive classroom, you can empower your students to navigate instructions and unlock their full potential. Remember, sometimes the most powerful lessons learned aren’t found on pages but in the journey of understanding each other.