Classroom Behavior Research Articles

Distributional moderation analysis: Unpacking moderation effects in intervention research

Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e., means) that are typically the focus of main and moderation effect analyses. The present study introduces distributional moderation analysis using the framework of inflated Generalized Additive Models for Location, Scale, and Shape (GAMLSS) that allows researchers to holistically characterize intervention effect modifiers through simultaneously modeling conditional mean-, variance-, skewness-, and kurtosis-based intervention effects, as well as moderated treatment effects located at the endpoints of the response scale (i.e., floor/ceiling effects). Data from a large-scale randomized controlled trial evaluating the effects of a teacher classroom management program on students' disruptive classroom behavior are used to provide a step-by-step guide for applying distributional moderation analysis in school-based intervention research. Although a traditional mean-focused analysis suggests that the intervention reduced students' average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students. In addition, distributional moderation analysis suggests that this average decrease is moderated by students' race and that the moderation effect of special education status initially seen in the traditional analysis is not located in the means, but in the chance to show no disruptive behavior patterns at all. Thus, we conclude that distributional moderation analysis constitutes a valuable complementary tool to provide a fine-grained characterization of treatment effect modifiers.

Efficacy of the Foodbot Factory digital curriculum-based nutrition education intervention in improving children’s nutrition knowledge, attitudes and behaviours in elementary school classrooms: protocol for a cluster randomised controlled trial

IntroductionSchools are an important setting for supporting children’s development of food literacy, but minimal research has assessed which strategies are most suitable for school nutrition education. The Foodbot Factory intervention,...

Evaluating the Effects of a Teacher-Implemented Mindfulness-Based Intervention on Teacher Stress and Student Prosocial Behavior

Abstract This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers. The MBI consisted of self-practice and a proactively culturally-adapted classroom-based intervention. We gathered data on teacher stress and coping as well as student prosocial behavior in the classroom for two weeks. Teachers received weekly in-person fidelity checks and performance feedback. MBI sustainability was monitored with two-week and one-month follow-up questionnaires post-intervention. MBI self-practice and classroom-based implementation were conducted with high fidelity and had strong social validity. The MBI decreased teacher stress for two of four teachers and improved coping abilities for two of four teachers. Further, three of four teachers reported the MBI had small yet desirable effects on students’ academic engagement, respectful behavior, and disruptive behavior in the classroom. Although results show potential promises in the short-term, follow-ups suggested the MBI had poor sustainability. This study provides proof of concept for the MBI’s potential to positively affect both teachers and students, but more research is needed to understand the mixed results. Results have practical implications for informing future research related to using MBI to reduce teacher stress and coping as well as for improving students’ classroom behavior. We hope this study encourages researchers to engage in MBIs to promote teacher and student well-being.

Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs

IntroductionIn partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place.MethodsWe conducted a randomized control trial to test the use of natural helpers (teachers, special education coaches, and curriculum specialists) participating in practice-based coaching and monthly communities of practice, to augment a districtwide universal social-emotional program, The Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. Participants included 53 preschool teachers and 519 preschool children, across 26 classrooms, and 9 schools in a high poverty area of the district. Teachers were randomized to a waitlist control or intervention condition. Intervention teachers participated in practice-based coaching and monthly communities of practice over the course of two years.ResultsSignificant effects were found on participating intervention teachers’ observed increased implementation of positive social-emotional practices in the classroom, decreases in red flags (observed teaching behaviors counter to the Pyramid Model), and increased teacher reports of self-efficacy in the intervention group, compared to control teachers. No significant impacts on child classroom behavior problems, self-regulation, or approaches to learning skills were found for children enrolled in intervention classrooms, compared to children in the control classrooms.DiscussionFuture directions for research and implications for practice are discussed.

Understanding perceptions of teachers and pupils towards corporal punishment for pupils with disabilities in primary schools in Tanzania

In Tanzanian primary schools, corporal punishment is legally permitted and widely practiced as a disciplinary method, often extending to pupils with disabilities. This study explores the perceptions of teachers and pupils towards the use of corporal punishment on pupils with disabilities, focusing on its implications for social justice and inclusive education. A qualitative approach, employing a phenomenological design, was used to understand the lived experiences of the participants. Data were collected through in-depth interviews with two head teachers and eight subject teachers, as well as focus group discussions involving ten pupils with disabilities, all purposively sampled. Thematic analysis revealed that corporal punishment is commonly justified by teachers as a means of addressing indiscipline, despite its negative impact on pupils’ emotional well-being and academic engagement. Some teachers recognized the contradiction between corporal punishment and inclusive education principles, highlighting its violation of the rights of pupils with disabilities. Pupils described feeling marginalized and fearful, highlighting the adverse effects of this practice on their sense of belonging and learning environment. The study recommends a shift towards alternative disciplinary approaches that uphold the rights and dignity of all pupils, particularly those with disabilities. It emphasizes the need for targeted professional development programs to equip teachers with non-violent strategies for managing classroom behavior. Furthermore, it calls for the enforcement of inclusive education policies and the creation of support networks to foster socially just and equitable learning environments. By addressing these issues, this study contributes to the discourse on inclusive education and social justice, advocating for systemic reforms to align Tanzanian educational practices with global standards.

The Relationship Between Teacher Training in Emotional Intelligence and Classroom Behavior Management in Nigeria

Emotional intelligence (EI) is increasingly recognized as a critical skill for teachers in managing classroom behavior and fostering effective student engagement. This study outlines a strategic roadmap for integrating EI into teacher training programs in Nigeria, addressing systemic gaps, cultural relevance, and sustainability. Key components include policy reforms to mandate EI training, development of localized and adaptable modules, and collaborative partnerships among governments, NGOs, and academic institutions. Barriers such as lack of institutional support, financial constraints, and societal attitudes are also examined. The proposed framework emphasizes the transformative potential of EI in improving classroom dynamics, enhancing teacher effectiveness, and creating inclusive learning environments. This paper aims to provide a foundation for educators and policymakers to implement EI as a core component of teacher education.

Impact of Social-Emotional Learning (SEL) Programmes on Emotional Intelligence and Academic Achievements of Students

Social and Emotional Learning (SEL) programs have become essential in fostering holistic child development by enhancing self-awareness, emotional regulation, social skills, and responsible decision-making. These competencies are critical for academic success, healthy relationships, and overall well-being. This study explores the implementation of SEL programs at Hibiscus International School in Malaysia, focusing on Years 1 through 6. Educators observed significant benefits, including improved emotional intelligence, classroom behaviour, and student engagement. However, challenges such as limited resources, large class sizes, and insufficient training hinder effective implementation. Through qualitative interviews with teachers, this research identifies key themes, including the impact of SEL on emotional intelligence and academic performance, the role of teacher-student relationships, and the structural barriers to success. Findings highlight the need for systemic support, including professional development, resource allocation, and leadership commitment, to optimize SEL outcomes. This study underscores the critical role of SEL in nurturing well-rounded individuals equipped for academic and life success.

A method for identifying abnormal classroom behaviours of students based on multi-objective weighted learning

A method for identifying abnormal classroom behaviours of students based on multi-objective weighted learning

Impact of Teacher Classroom Behavior on Academic Stress and School Adjustment of Students

Impact of Teacher Classroom Behavior on Academic Stress and School Adjustment of Students

Secret Student: Considerations for Implementation of a TikTok Trend

TikTok has gained in popularity across teachers. One TikTok trend related to classroom management is called “Secret Student.” Secret Student aims to improve classroom behavior by rewarding an anonymous, randomly chosen student. In this article, I describe common practices and variations of the Secret Student intervention as well as considerations for implementation for students with emotional and behavioral disorders. I also discuss a model for how educators can analyze social media trends by using related research and knowledge of behavioral principles.

Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior

ABSTRACT Research Findings: Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children’s disruptive classroom behavior as influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) examine longitudinal bi-directional relationships between teachers’ emotional exhaustion and children’s disruptive classroom behaviors, and 2) examine teachers’ classroom interactions (i.e. emotional support, instructional support, and classroom organization) as mediators of this potentially longitudinal bi-directional relationship. A total of 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers’ emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers’ emotional exhaustion was linked to children’s disruptive classroom behavior, and classroom disruptive behaviors were linked with teachers’ emotional support and classroom organization. Practice or Policy: Facilitating support for teachers’ well-being is critical for school personnel to continue to promote children’s classroom behaviors and maintain effective classroom interactions.

Adoption of Disciplinary Strategies in Classroom by the Secondary Level Teachers in Kathmandu

Favorable behavior modification is the goal of school discipline to foster a supportive learning environment. Students’ academic performance improves when discipline is established in secondary schools. Discipline-related problems can have a long-lasting impact on a student’s academic achievement and personal growth during the crucial secondary school years. Secondary-level teachers sometimes encounter circumstances where they must deal with disrespect, hostility, and numerous verbal and physical abuses in the classroom. Additionally, they are under pressure from unattainable expectations and are blamed for systemic failures that affect many children, which makes it even harder for them to survive in challenging classrooms. Therefore, this small-scale exploratory and descriptive qualitative research examines secondary-level teachers’ opinions and experiences about challenging classroom settings. The researcher conducted a semi-structured interview with the secondary-level teachers. The study findings can be divided into three themes : Discipline-based Strategy Definition, Classroom Behavior Issues among the students, and Efficacy of teachers’ disciplinary techniques. This study reveals that teachers apply different disciplinary strategies to handle classroom behavioral problems. Because teachers are not entirely to blame for the problematic circumstances, the study’s findings suggested that when teachers struggle to keep the classroom in order, they should expand their roles as change agents by inspiring students, changing the way instruction is delivered, creating effective plans and classroom strategies, and increasing awareness among stakeholders. There is no pre-made answer or definitive outcome for this issue, as the overall concept of classrooms and their layout has been continually revised worldwide.

Explaining the classroom behavior process of medical sciences students: A grounded theory.

Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students. In a qualitative study using the grounded theory approach, the classroom behavior of 21 students from different medical fields was assessed. Purposeful and theoretical sampling methods were used. Data collection tools were semi-structured interviews. Sampling was continued until saturation, and data analysis was performed according to the Corbin and Strauss 2015 approach. The study was done from 2020 until 2023. The results of the data analysis were divided into three main categories (representation scene, behavioral representation, and representation effect) and nine subcategories. The representation scene consisted of the following subcategories: learner features, teacher and teaching features, classroom environment, and educational content. Behavioral representation was the second category and included groupism, the behavioral continuum, and students' expectations. The representation effect was the third category and included academic progress and positive and negative emotions. Students' classroom behavior is affected by various factors. Professors and policymakers of educational programs can strengthen the positive classroom behaviors of medical students in the shadow of learning theories by recognizing, paying attention, and planning to get closer to educating students with professional behavior and performance.

Beliefs about Autonomy Support and Control in the Classroom

Montessori education is characterized by autonomous learning, whereas traditional education is often depicted by high structure and fewer choice opportunities. This study examined differences in beliefs of Montessori and traditional teachers in regard to effectiveness, normality, and ease of autonomy-supportive and controlling teaching, as well as differences in motivating styles. We analyzed the U.S. subset from an international study examining self-described motivation styles and beliefs. Our secondary analysis revealed both groups felt autonomy-supportive teaching was easy and effective, and that they found controlling teaching also to be easy, but ineffective. Montessori teachers were more likely to believe autonomy-supportive teaching was normal, whereas traditional teachers believed controlling teaching was more normal. Both groups described their teaching style as autonomy-supportive, but traditional teachers more often rated controlling scenarios as similar to their own practices. These differences, supported by large effect sizes, demonstrate more potential for controlling behavior in traditional classrooms and suggest the possibility of a cultural difference between Montessori and traditional teachers.

Teacher–Child Interaction Training—Group Coaching (TCIT-GC): removing barriers to advancing classroom behavioral health

PurposeThe Teacher–Child Interaction Training program (TCIT) is an evidence-based intervention that coaches effective strategies for managing disruptive classroom behavior (Garbacz et al., 2014). However, its widespread implementation is limited due to its costly and time-consuming model of delivery. This pilot study investigated whether the Teacher–Child Interaction Training- Group Coaching (TCIT-GC), a briefer, cost-effective adaptation of TCIT, would be effective in improving classroom climate, student behavior and professional quality of life among educators.Design/methodology/approachTCIT-GC is a remote, manualized, 8-week adaptation of TCIT. Participants included 41 educators representing both public and private K-12 schools from 11 public school districts. TCIT-GC comprised eight synchronous group sessions via Zoom, four Didactic sessions and four Consultation/Coaching sessions for trainer feedback, paired with asynchronous skill practice. This contrasted with the fully synchronous, one-on-one, in vivo coaching format of traditional TCIT. Participants practiced applying skills with students between Zoom sessions and documented the effectiveness of their acquired skills across various measures.FindingsResults of pre- and post-training comparisons showed significant improvements in reported classroom functioning, positive student behaviors, perceived effectiveness of TCIT-GC skills and significant reductions in problematic student behaviors and discipline use. Findings showed significant improvement in compassion satisfaction. No significant changes in levels of other ProQOL scales were observed.Originality/valueDisruptive student behavior takes a toll on the educational experience of misbehaving students, their classmates and educators. Results of this pilot study supported TCIT-GC as a feasible and promising behavioral health model that warrants further study.

Enhancing behavioral assessment: utilizing the BASC-3 student observation system in educational settings in Qatar

Direct observation of classroom behavior in young children enriches our understanding of their behavior in its natural context, informing both assessment and intervention strategies to foster supportive learning environments. However, a notable gap in the literature concerning effective direct observation tools specifically designed for this purpose remains challenging. This observational study utilized the digital format of the The Student Observation System (BASC-3-SOS; Reynolds & Kamphaus, 2015), enabling behavior recording via smartphones, tablets, or laptops. We conducted observations for 43 young children aged four and five in classroom settings. Thirty of these children had been previously identified with behavioral problems via the Strengths and Difficulties Questionnaire (SDQ, Child Psychol Psychiatry Allied Discip. 38(5), 581–6, 1997), while 13 were considered typically developing. Each child was observed over three 20-min sessions, totaling 60 min per child. The findings revealed a significant correlation between the SDQ scores and BASC-3-SOS assessments in adaptive and maladaptive behaviors. The results indicate that young children’s engagement and problem behaviors vary with teacher interactions and classroom activities. children identified with behavioral issues exhibited higher levels of maladaptive behaviors compared to their typically developing peers. The study presents the BASC-3-SOS as a promising tool for identifying general behavioral and emotional risks among young children in Qatar, suggesting its utility in enhancing early educational interventions.

Occupational therapy in the Snoezelen® Room: Teachers’ and therapists’ knowledge and perceptions of the changes in children's behaviour and performance

Introduction: The Snoezelen® room, a multisensory environment (MSE), is often used in conjunction with sensory integrative techniques. Therefore, it may be of support in school-based occupational therapy intervention. Research has documented positive changes in children’s performance in the MSE. However, research to suggest that changes could be carried over to external environments is limited. This study aimed to investigate the knowledge and perception of teachers and therapists regarding changes in children's behaviour and performance after therapy in the Snoezelen® room. Methodology: A descriptive quantitative cross-sectional survey design by purposive sampling was used. Teachers and therapists working with children who received occupational therapy intervention in the Snoezelen® room participated. Results: Descriptive and inferential statistics were utilized to determine strong positive, significant correlations found between the total impact of the Snoezelen® room and the children’s level of arousal, as well as their behaviour and scholastic performance, as conveyed by 30 participants. After therapy in the Snoezelen® room, improvement in level of arousal was ranked as the biggest change, which appeared to improve for hours upon return to the classroom. Conclusion: Children’s arousal levels changed positively due to sensory input, which carried over to the external environment. Due to this, most teachers and therapists perceived that the Snoezelen® room positively changed behaviour and scholastic performance, through improved level of arousal. Implications for practice: The use of Snoezelen® rooms in schools, combined with sensory integration therapy (SIT), enhances children's self-regulation, which in turn positively impacts behaviour and academic performance. Strong, positive correlations were found between children's level of arousal and improvements in their behaviour and scholastic performance. Thus, Occupational therapy interventions in the Snoezelen® room significantly contribute to children’s ability to self-regulate, a key factor in achieving positive classroom behaviour and learning outcomes. Teachers and therapists perceive Snoezelen® rooms as beneficial, with 96.7% supporting their presence on school campuses to improve child behaviour through better self-regulation. Consistent with extensive research surrounding self-regulation of children, acquiring self-regulation skills in the early years lays the foundation for positive classroom behaviour and academic performance later.

Research Strategies of “Instrumental Music in the Classroom” in Secondary School Music Teaching

Nowadays, the state vigorously develops aesthetic education, and secondary school music education, as a part of aesthetic education, has received more and more attention. With the provisions of the music curriculum standard and the promulgation of the new curriculum reform in 2022, the importance of instrumental music teaching is increasing. Starting from the current situation of instrumental music teaching in secondary schools, we analyze the problems of instrumental music teaching in secondary schools through the investigation of internship schools, interviews with teachers and the study of secondary school music textbooks, as a direction to explore the specific strategies of “instrumental music in the classroom”. Through literature review and interviews, we take the recorder as an example to provide relevant strategies, such as choosing suitable instruments, innovating recorder teaching methods and modes, cultivating teachers, compiling school-based teaching materials, standardizing recorder classroom behaviors, and perfecting the teaching evaluation mechanism, etc., so as to effectively implement instrumental music teaching in secondary school music classrooms.

Effects of subject-specific professional knowledge and skills of physical education teachers on students’ learning progress

AbstractAlthough the subject-specific professional knowledge of teachers is considered to be of central importance with regard to the learning performance of their students, there is only sparse empirical evidence on this issue. Moreover, current studies are primarily limited to the subject of mathematics. The aim of this article is to investigate the significance of subject-specific professional knowledge and skills of physical education (PE) teachers on the practical learning gains of their students based on a panel study. In order to measure both non-contextual knowledge and contextual skills on the teachers’ side, paper–pencil tests as well as video and text vignettes were used as test instruments. On the students’ side, practical sport skills were assessed in a pretest–posttest design to evaluate competence growth with regard to complex sports performance. An effect chain with mediation processes was postulated. Multilevel modeling analyzing 1669 students who were taught by 74 teachers could prove significant performance improvements for the students, but none of the four differentiated knowledge dimensions (content knowledge, non-contextual; pedagogical content knowledge, non-contextual; content knowledge, contextual; pedagogical content knowledge, contextual) of the teachers could explain these learning gains. Thus, the results are in line with various studies in mathematics and suggest that direct effects of teachers’ professional knowledge on students’ learning gains seem to be lost. The results therefore suggest that while basic and broad professional knowledge is required for instructional success, specific expertise in certain competence areas does not lead to additional learning success among students. Further research within the EPiC-PE study is needed to provide a more comprehensive picture of the relationships between professional knowledge and skills, classroom behavior, instructional processes, and learning outcomes.

The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms?

This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., - 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth's depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.