The effects of challenging behaviour of secondary school students on the educators during the COVID-19 pandemic

Abstract

The study focuses on exploring how challenging behaviour affects the education professional, in particular the impact of behavioural issues on the education professional during the COVID-19 pandemic. Educators feel that since the Covid-19 pandemic, challenging behaviour has escalated, and educators are facing challenges in trying to cope. Educators feel responsible for their own wellbeing and that of other students, hence, this is causing significant professional anxiety. Students’ challenging behaviour can vary from acting out in the form of minor disobedience to extreme disruption that includes impulsive talking, inactivity in class and interrupting other students (Che & Yuan, 2012), as well as acting in with students suffering from anxiety, depression and/or disengagement. These behaviours also appear within the boundaries of behavioural disorders, which will be addressed in this study, presenting challenges and obstacles in the educational field (Cooper & Jacobs, 2011). This study is important for the Ministry for Education Department as it serves to increase knowledge of the impacts of the student’s challenging behaviour on the educators. Secondly, it serves to raise awareness of how the educators are affected psychologically, emotionally and/or physically. Subsequently, it can be used to inform policy and practice, when considering the needs of the education professional. This research will seek to understand whether challenging behaviour has truly increased since the start of the Covid-19 pandemic and the impact this has on the educators, in particular on their practices and general wellbeing. Another objective is to understand the concerns of educators and how they expect to be supported by the system to ensure a teaching/learning experience beneficial to both the educators and the student.