Students’ Behaviors And Attitudes SLP1: Executive Summary

Students’ Behaviors and Attitudes SLP1: Executive Summary

The increasing frequency of aggressive behavior and unruly conduct among K-12 students has become a significant concern for educators, administrators, and policymakers. Reports indicate a rise in incidents of bullying, violence, and disruptive behaviors that negatively impact the learning environment and student wellbeing (Coll et al., 2018). These problematic behaviors are linked to broader issues such as poor mental health, negative attitudes towards education, and external influences, including familial and peer environments (Dariotis et al., 2016). The prevalence of such behaviors correlates with adverse educational outcomes, including higher dropout rates and diminished academic achievement, thereby necessitating immediate policy intervention to create safer and more conducive learning spaces.

The primary audience for this policy brief includes school administrators, educators, mental health professionals, and education policymakers. The policy aims to benefit students, teachers, and the overall school community by fostering an environment that promotes positive behavioral norms and emotional stability. The initial proposed policy action involves implementing comprehensive guidance and counseling programs supplemented with mental health initiatives such as stress reduction techniques and emotional regulation strategies. These interventions are designed to address underlying causes of disruptive behaviors, including stress, anxiety, and negative attitudes towards learning, ultimately striving to cultivate a supportive and inclusive school climate.

References

• Coll, K., Niles, S. G., Coll, K. F., Ruch, C. P., & Stewart, R. (2018). Education deans: challenges and stress. Journal of Organizational and Educational Leadership, 4(1), 2-16.
• Dariotis, J. K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). “The program affects me’cause it gives away stress”: urban students’ qualitative perspectives on stress and a school-based mindful yoga intervention. Explore, 12(6).