Letter of the Day | Unpack student behaviour for better outcomes

THE EDITOR, Madam:

Jamaican schools are now a complex blend of diverse abilities and backgrounds, with many students showing undiagnosed ADHD and oppositional defiant disorder (ODD).

Defiant behaviour in students at school can stem from various factors, including environmental influences, authority dynamics, and peer pressure. One significant reason is the school environment and its interaction with a child’s temperament. For instance, highly sensitive children may become overwhelmed by the stimulating classroom environment, such as the loud noises and constant demands. These children often react negatively because their nervous systems become overloaded, leading to misbehaviour as a coping mechanism. In these cases, their nervous systems are overloaded, and without the skills to manage this, their reactions manifest as defiance. Similarly, children with active temperaments may struggle with the restrictive nature of the classroom setting, making it difficult for them to remain still and follow rules. As a result, they may act out as a means of releasing their pent-up energy. Moreover, strong-willed children might resist school structures that they feel limit their autonomy, displaying defiance as a reaction to feeling controlled.

Authority figures also play a role in fostering defiance. Teachers who are overly controlling and lack warmth may face pushback from students who feel disconnected or not seen. On the other hand, inconsistent or passive authority figures may fail to establish clear boundaries, leading children to misbehave to test limits or express anxiety about uncertain expectations.

Finally, peer influence can prompt defiant behaviour. Children often seek approval from their peers, and in some cases, misbehaviour earns them attention, reinforcing their actions. Additionally, conflicts with classmates, such as exclusion or teasing, can cause students to act out in frustration or to gain social standing.

Student defiance often reflects deeper issues related to environmental stress, authority dynamics, and peer relationships. Understanding these underlying causes is key to fostering better behaviour in schools:

The following strategies can be considered:

• Teachers can offer choices in classroom activities, assignments, or how tasks are completed.

• Implement problem-solving techniques where students collaborate in decision-making, giving them a sense of control over their environment.

• Build strong, trusting relationships with students by showing empathy and understanding.

• Set clear expectations and consequences, ensuring they are consistently enforced in a fair, respectful manner.

• Encourage open dialogue where students feel their voices are heard and their concerns addressed.

• Encourage cooperative learning activities that promote teamwork and mutual respect among students.

• Provide social-emotional learning (SEL) programmes to teach conflict resolution and emotional regulation.

• Create a school culture that celebrates diversity and inclusion, reducing the likelihood of exclusion or teasing.

• Attend parent-teacher conferences to discuss behaviour patterns and strategies for improvement.

• Work with teachers to understand classroom management practices and reinforce them at home.

• Advocate for interventions or special accommodations when necessary to support their child’s unique needs.

• Providing professional development for teachers on classroom management, SEL, and handling diverse temperaments.

• Offering resources for sensory-friendly environments and structured physical activities.

• Promoting a whole-school approach to consistent, empathetic discipline, ensuring all staff members are aligned on behavioural expectations.

By addressing the root causes of defiant behaviour and collaborating across home, school, and the broader educational framework, students can feel more supported, leading to improved behaviour and academic success.

PATRICIA STEWART