Predchádzanie rizikového a problémového správania žiakov v základných školách pohľadom učiteľov primárneho vzdelávania

Abstract

Risk factors for problem behavior occur throughout a child's development, and children face new risks at each developmental period. Children's environments become more complex as they grow older, making early intervention more difficult. Some manifestations of risky behavior are repeated in children and may erupt in a more serious form at a later time. Reducing the occurrence of these risks has the possibility of preventing the occurrence of several problems. It's true that preventing problems takes time and some resources, but the alternative can be even more expensive. We know from practice that reacting to challenging student behavior with clear consequences, for example a visit to the principal's office or a reduced behavior grade, may seem like a simple solution, but it is not effective. In the article, we present the qualitative view of primary education teachers (n = 65) on the prevention of risky and problematic behavior of pupils in Slovak schools. Data collection was ensured through a questionnaire with open items, which allowed teachers to create their own meaningful answers. We evaluated these based on open coding and categorized them according to the relatedness of the answers. We believe that the varied spectrum of these answers and proposals will encourage schools to participate in the elimination of risky and problematic behavior among pupils.