Understanding Behaviour and Misbehaviour in Students

Teachers and school counselors often view student behaviour differently due to their distinct training and roles. Teachers usually focus on adherence to school rules, classroom regulations, and moral standards, often seeing breaches of these as more serious than a student’s personal struggles. Guidance counselors, on the other hand, tend to be more tolerant of aggressive or challenging behaviour, though both groups are concerned about serious issues such as cruelty, stealing, maladjustment, or excessive fearfulness.

Why Students Misbehave

A child’s misbehavior, whether inside or outside the classroom, usually stems from factors beyond their immediate control. Some common causes include:

Lack of Awareness:

Students often misbehave simply because they do not fully understand the rules. Even when rules are clearly written, they may not grasp which are enforceable and which are merely guidelines. To test boundaries, students may “experiment” with what they can get away with.

Conflicting Expectations:

Behaviour that is rewarded or tolerated at home may be unacceptable at school, creating confusion. For instance, a child who responds aggressively to a playground incident might be praised at home but punished at school. Such conflicting rules often lead to discipline problems because students struggle to differentiate between home and school expectations.

Frustration:

Academic or social failure can lead to increased aggression or disruptive behaviour. Frustration may arise from:

• The teacher’s actions or teaching style
• Peer interactions and classroom dynamics
• The difficulty or nature of assigned activities

Case Example: Ahmed
Ahmed, a high-achieving student, consistently earned merit certificates and scholarships. By class IX, however, his behaviour had become problematic. He disrupted free periods, bullied classmates, and belittled weaker students.

His new class teacher, Mrs. Agarwal, investigated his history, consulting his previous teacher, Mr. Singh, and long-time classmates. She discovered that Ahmed’s behavioural issues began in class VI when Mr. Singh, who favored Ahmed due to his academic excellence, had occasionally inflated his marks. Other students noticed the preferential treatment, but it was ignored. Over time, Ahmed learned to exploit this leniency, gaining influence over peers and reinforcing his aggressive behaviour. When Mrs. Agarwal no longer gave him unearned marks, Ahmed’s frustration and aggressive tendencies escalated.

Displacement of Feelings:

Students sometimes redirect negative emotions toward unrelated people or situations. For example, Mary refused to participate in her Physics class, ignoring questions and relying on classmates for assistance, despite actively engaging in other subjects. After discussing the issue with her parents, it was revealed that Mary’s negative feelings toward her teacher were linked to a personal conflict with her step-sister, who shared the same name.