Behavioural problems in School-aged children: A Psychoeducational Perspective

One of the most pressing concerns of modern education is the behavioural issues exhibited by school children. These problems manifest in the form of aggression, inattention, social defiance, etc., which disturb the classroom dynamics and affect the academic development of children.  Efforts to tackle these problems, like disciplinary actions and special education programs, provide us with a short-term solution to the problem. A Psychoeducational approach provides us with an understanding of how these problems take root and focuses on the mixed role of psychological factors within the educational environment. 

Defining Behavioural Problems in School Contexts 

Behavioural problems in school children often present as socially disruptive and developmentally inappropriate patterns, such as aggression and attention deficits. These behaviours frequently stem from unmet developmental, emotional, or cognitive needs, highlighting the urgent need for early understanding, targeted intervention, and sustained support.

Common Types of Behavioural Problems

These behavioural problems can be both externalised and internalised. 

Externalising behaviours

Externalising behavioural problems are those that are outwardly directed and often disruptive to the social environment. One such condition is Oppositional Defiant Disorder (ODD), which is characterised by a consistent pattern of defiance, disobedience, and hostility toward authority figures. Children with ODD may frequently argue with adults, refuse to comply with rules, and deliberately annoy others. A more severe form of behavioural disruption is Conduct Disorder (CD), which includes aggressive behaviours such as physical harm toward people or animals, destruction of property, deceitfulness, and serious violations of social norms.

CD is generally considered more intense and harmful than ODD. Another common externalising issue is Attention Deficit Hyperactivity Disorder (ADHD), marked by symptoms of inattention, hyperactivity, and impulsivity. Children with ADHD often struggle to stay focused, follow instructions, or remain seated, which can significantly hinder their academic and social development.

Internalising Behaviours 

Internalising behavioural problems are inwardly directed and often less noticeable, yet they significantly affect a child’s emotional well-being and functioning. Anxiety in children is characterised by persistent fears or worries that interfere with daily activities, often leading to avoidance of social situations and decreased academic performance. Depression can manifest as social withdrawal, low self-esteem, feelings of hopelessness, and a marked loss of interest in previously enjoyable activities.

These symptoms can hinder a child’s motivation and engagement both in and outside the classroom. Social withdrawal, while sometimes a symptom of anxiety or depression, can also occur independently, with children avoiding peer interactions and preferring isolation. This behaviour is often linked to social anxiety and can further limit the development of critical interpersonal skills.

Learning-Related Behavioural Issues 

Children who display frequent frustration during academic tasks, show low motivation, or refuse to participate in classroom activities may be struggling with underlying learning disorders. These behavioural responses are often not due to a lack of interest or effort, but rather stem from difficulties in processing information, following instructions, or grasping new concepts. When learning challenges go unrecognised, they can lead to feelings of inadequacy, which further discourage the child from engaging with schoolwork. Recognising and addressing these issues early is essential to prevent long-term academic disengagement and emotional distress.

Developmental Context and Risk Factors 

We need to have an understanding of the perspective of developmental psychology to get a deeper insight into this issue. School children are in a crucial phase where their cognitive, social, and emotional skills are developed. Erik Erikson identified this stage as the conflict between “Industry Vs.. Inferiority” where children strive to gain approval. Failure in this leads to behavioural issues. 

Risk factors

• Family Dynamics: Harsh or inconsistent parenting, neglect and parental conflict can lead to such behaviours. 
• Socioeconomic Status: Poverty, lack of access to healthcare or education, and exposure to community violence can be other reasons for it. 
• School Environment: Schools with overcrowded classrooms, unsupportive teachers and peer bullying can have a negative impact on Children. 
• Trauma: Exposure to abuse, grief, or other adverse childhood experiences (ACEs) can deeply affect behaviour. 

Psychoeducational Perspective: An Integrative Approach 

As its name suggests, the psychoeducational model focuses on behavioural problems by merging psychological methods and developmental theories with educational approaches. Moreover, it looks at the child’s internal systems, like thoughts, feelings, and drives, together with the systems surrounding them, like school and family, as well as society. Key Components of the Psychoeducational Perspective are: 

1. Evaluation and Diagnosis: 

An in-depth psychoeducational evaluation is a comprehensive process that involves administering intelligence tests, observing behaviour in various settings, assessing academic performance, and conducting psychological assessments. This multifaceted approach helps in identifying specific learning disabilities, diagnosing emotional or behavioural disorders, and gaining a deeper understanding of a child’s cognitive functioning and emotional needs. Such evaluations provide a foundational framework for developing effective, individualised interventions that support the child’s overall development and academic success.

Read More: Exploring the Many Facets of Intelligence in Children

2. Individualised Educational Plans: 

Individualised Educational Plans are tailored programs designed to meet the specific educational and behavioural needs of each child. These plans often include clearly defined behavioural goals along with structured strategies to achieve them. Adjustments may be made to academic activities to better suit the child’s learning style and capabilities. Additionally, therapeutic support such as counselling, occupational therapy, or other specialised interventions is integrated to address emotional and developmental challenges, ensuring a holistic and supportive learning environment.  

3. Behavioural Interventions: 

Effective behavioural interventions aim to support children in developing positive behaviours and coping mechanisms. Positive Behaviour Support (PBS) is a proactive model that focuses on teaching desired behaviours through structured reward systems and by modifying environmental triggers that may contribute to problem behaviours.

Functional Behaviour Assessment (FBA) is used to identify the underlying purpose or function of a child’s challenging behaviour, such as seeking attention or avoiding tasks, which then guides the development of targeted interventions. Social Skills Training equips children with essential interpersonal skills, such as appropriate communication, cooperation, and emotional regulation, helping them build healthier relationships and function more effectively in social and academic settings.

Read More: How ADHD Affects Emotional Regulation

4. Teacher and Parent Involvement: 

Teachers play a crucial role and are trained in emotional literacy and effective classroom management techniques to better support children with behavioural challenges. To ensure consistency between school and home environments, parents are encouraged to participate in behavioural training programs. This collaboration helps reinforce strategies at home, creating a unified approach that enhances the child’s progress and fosters positive behavioural changes across different settings.

Psychological Theories and Their Application 

A lot of psychological theories combine in this psychoeducational approach to better foster a child’s development. Some of these techniques and theories are- 

1. Cognitive-Behavioural Theory (CBT): 

This theory tells us that our thoughts influence our emotions and behaviours. Children often form behavioural issues as a result of faulty cognitions like “I am stupid” or “nobody likes me”. 

CBT-based techniques help 

• In restructuring negative thought patterns. 
• It helps teach problem-solving skills. 
• It helps build healthy coping mechanisms for stress and anger. 

2. Attachment Theory (Bowlby, Ainsworth): 

This theory says that secure attachment during childhood helps with emotional regulation and social skills. Children with insecure attachments can become withdrawn from their environment. This could be helped by 

• Emotional coaching 
• Building a healthy student-teacher relationship. 
• Parent-child bond can be improved by therapeutic approaches. 

3. Social Learning Theory (Bandura): 

Children learn behaviours by observing others and experiencing consequences. Thus, modelling prosocial behaviour and reinforcing desired actions are important strategies to deal with behavioural issues. 

4. Ecological Systems Theory (Bronfenbrenner): 

Human behaviour is a result of the interaction of multiple systems like school, family, and community. Effective help considers all these factors hence providing a collaboration of psychologists, caregivers and educators. 

Classroom Strategies for Behavioural Support- 

1. Classroom Management: 
   • Clear rules and expectations should be set for the child 
   • They should provide a Routine and structure to their curriculum  
   • Visual aids and reminders should be provided to the students. 
2. Positive Reinforcement_: 
   • Praising and rewarding children for desirable behaviour can help get results. 
3. Restorative Practices: 
   • The schools shall encourage children to take responsibility by appreciating honesty rather than providing punishments. 
   • They should focus on building empathy, conflict resolution, and rebuilding trust. 
4. Mindfulness Programs: 
   • The schools should teach children how to identify and regulate their emotions. 
   • Which will help promote self-awareness and control over impulses. 

Role of School Psychologists and Counsellors

School psychologists are important as they help in identifying and supporting students with behavioural difficulties. Their work includes: 

• Conducting psychoeducational assessments. 
• Designing and monitoring intervention plans. 
• Running therapy sessions. 
• Consulting with teachers and families. 

Parental Involvement and Home Environment 

The influence of parents is important. Children perform best when family and school are working together. Parenting strategies include: 

• Consistent routines and discipline. 
• Open communication and active listening. 
• Avoiding harsh punishments 

Programs like Parent-Child Interaction Therapy (PCIT) and Triple P (Positive Parenting Program) have shown strong evidence in improving child behaviour. 

Conclusion

In school, children cannot be eliminated by not focusing on their psychological background. They signal deeper developmental and emotional challenges faced by a child. A psychoeducational approach provides an empathetic approach towards these problems. It supports children in becoming emotionally healthy and socially competent. By prioritising understanding over punishment, we can help create an environment where every child feels heard and supported. 

FAQs 

1. What are behavioural problems in school-aged children? 

Behavioural problems refer to consistent patterns of disruptive, defiant, aggressive, withdrawn, or inattentive behaviour that interfere with a child’s academic performance, social interactions, and emotional development. These behaviours often signal underlying psychological, emotional, or environmental challenges. 

2. What are the common types of behavioural problems in schools?

• Externalising behaviours: aggression, defiance, hyperactivity (e.g., ADHD, ODD, Conduct Disorder). 
• Internalising behaviours: anxiety, depression, social withdrawal. 
• Learning-related behaviours: low motivation, frustration, or refusal to complete tasks due to underlying learning difficulties. 

3. What causes behavioural issues in school-aged children? 

Behavioural problems can arise from multiple factors such as: 

• Dysfunctional family dynamics 
• Exposure to trauma or neglect 
• Neurodevelopmental conditions (e.g., ADHD, autism) 
• Socioeconomic challenges 
• Poor school support systems 
• Insecure early attachments or emotional neglect 

4. How does a psychoeducational perspective help in addressing behavioural problems? 

A psychoeducational approach integrates psychological understanding with educational strategies. It focuses on assessing a child’s emotional, cognitive, and academic needs and designing personalised interventions, support systems, and behavioural strategies in collaboration with parents and educators. 

5. What role do teachers play in managing Behavioural Problems? 

• Implementing classroom management strategies 
• Using positive reinforcement and structure 
• Referring students for psychoeducational assessment 
• Collaborating with psychologists and parents 
• Creating inclusive, supportive learning environments 

6. What kind of assessments are used to understand behavioural issues?

• Behavioural observations 
• Cognitive and academic testing 
• Psychological screenings for emotional and mental health 
• Functional Behaviour Assessments (FBA) to determine behaviour triggers and functions