Primary Grade Children Research Articles

‘To be on the seventh sky’: exploring the nature and push of key factors in Indian parents’ choice for shadow education

ABSTRACT This research contributes to the current discourse about the role of parentocracy in the expansion of shadow education (known as private tutoring or supplementary instruction) for primary -grade children. Multiple data collection techniques were employed through the distribution of open-ended questionnaires and one-to-one semi-structured interviews, involving 171 parents of primary-grade children belonging to North India. The thematic analysis of the data highlighted the motivations of parents for engaging their children in shadow education and its significant impacts. In addition, the research highlighted the relationship between parents’ socioeconomic status and the accessibility of shadow education for primary grade children. The study has further explored the role of parental educational background in influencing the expansion of shadow education for primary grade children. The findings concluded that the most significant motivation of parents for engaging their primary grade children in shadow education is reducing the screen time of their children.

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1

AbstractWe examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.

내러티브 과제 유형에 따른 초등 학령기 아동의 어휘 사용 특성

Background and Objectives: The vocabulary of an augmentative and alternative communication (AAC) system should reflect the AAC user’s needs and desires for successful communication. The selection of vocabulary should be based on the vocabulary used by the child’s peers. This study aimed to examine vocabulary usage characteristics of children in lower primary grades according to the type of narrative task and to select core vocabulary for use in an AAC system. Methods: We collected utterances from 20 children in lower elementary school for four narrative tasks (personal experience story, storytelling, explanation, and procedural descriptions). Characteristics of high-frequency vocabulary, core vocabulary, and word class vocabulary by task were examined. Results: Of the total number of words, the total frequency of core words was 77.28% (n = 26,400). The total number of other words was 2,677 (10.98%). The most frequent words in the core vocabulary were ‘-e(-에)’, ‘-ga(-가)’, and ‘-neun(-는)’. Conclusion: The inclusion of high-frequency words and core vocabulary in the narrative task can be used as a basis for vocabulary selection for school-aged children who use AAC systems.

Analysis of Psychological Well-Being in High Grade Elementary School Children

This research outlines an analysis of Psychological Well-Being in children who are in the final stages of primary school. The study used a literature review method with the aim of investigating and analysing a deeper understanding of aspects of psychological well-being in children of this age. Through analysing a number of literature sources, this study identified key factors that play a role in influencing psychological well-being in children in the late primary grades. These factors include, but are not limited to, social interactions at school, social support from family and peers, emotional development, adjustment skills and a supportive learning environment. The results of the analyzes suggest that psychological well-being in high school children is closely related to various psychosocial and environmental factors. Moreover, a better understanding of the relationship between these aspects and children's psychological well-being can provide valuable insights for educators, parents and mental health professionals in developing appropriate strategies and interventions to support positive psychological development in children at the primary school level. In conclusion, this study highlights the importance of a holistic understanding of the factors that influence psychological well-being in children in the upper primary grades. The implications of this study are expected to provide a foundation for the development of educational approaches and interventions aimed at improving the psychological well-being of children at this level.

De A a Z: efectos de un programa de intervención en lectura de segundo grado para lectores con dificultades

Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second-grade struggling readers (boys = aged 7-8 46.7%) from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental between- (intervention and control group) and within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group (n = 827, boys = aged 7-8, 52.4%) in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed. Implications for research and practice are presented at the end of the paper.

From A to Z: Effects of a 2nd-grade reading intervention program for struggling readers

Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second-grade struggling readers (boys=aged 7-8 46.7%) from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental between- (intervention and control group) and within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group (n=827, boys=aged 7-8, 52.4%) in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed. Implications for research and practice are presented at the end of the paper.

Analysis of Values in Rwanda Lower Primary Grade Children's Storybooks

This study examined the values embedded in Rwanda lower primary grade children’s storybooks accredited by Rwanda Basic Education Board (REB). The data sources are the stories in grade one, grade two and grade three. Sixty storybooks were analyzed qualitatively using content analysis. The data were analyzed in frequency (f) and percentage (%). The findings show that there are 40 values contained in the 60 analyzed storybooks. The results also show that many books contain human characters compared to non human characters. The percentages of the mostly presented values in the stories are as follows: ‘forgiveness’ (9.4%), ‘environment protection’ (7.8%), ‘friendship’ and ‘dignity of manual work’ (4% each), ‘cleanliness’ and ‘self-study’ (5.5% each), ‘house work duty’ (4.7%) and ‘happiness’, ‘peace’ and ‘helpfulness’ (3.9 % each). The least presented values in the stories, with the percentage of 0.8% each, are: ‘curiosity’, ‘flexibility’ ‘appreciation of cultural values’, ‘reverence of old age’; ‘justice’, ‘self-respect, ‘animal love’, ‘love of mother tongue’, ‘play’, courtesy’, ‘love’, ‘simple living’, ‘respect’, ‘prayer’, ‘courage’, and ‘democratic decision making’. However, there are some core values to be taught in Rwanda schools which were found absent in the studied stories: ‘patriotism’, ‘tolerance’ and ‘solidarity’. It was suggested that these core values absent as well as the least presented values be more presented in future storybooks since they are needed for helping Rwandan children to shape their identity as Rwandans.

A direct observation tool to measure interactions between shade, nature, and children’s physical activity: SOPLAY-SN

BackgroundMost physical activity (PA) during school occurs at recess; however, recess PA may be influenced by children’s thermal comfort and interaction with nature, neither of which have concurrently been measured reliably in previous studies. This study tests the reliability of SOPLAY-SN, an adaption of the validated System for Observing Play and Leisure Activity in Youth (SOPLAY) to measure Shade and Nature (SN) alongside PA, and associations between children’s PA and interaction with shade and nature during recess to highlight the utility of the tool.MethodsInteractions with shade and nature were measured using systematic direct observation at two playgrounds (primary-grade = ages 5–8, upper-grade = ages 9–12) during recess at an elementary school in Phoenix, Arizona (USA). Pairs conducted observations over four warm days (primary = 29–34 °C, upper-grade = 32–36 °C) in May 2021 (N = 179 scans). Intraclass correlation coefficients (ICC) were used to calculate inter-rater reliability. Mean counts, frequencies, and Kendall rank correlation coefficient tests were used to assess relations between PA level and interactions with shade and nature.ResultsReliability was good for sedentary behavior (ICC = 0.98); light PA (LPA; ICC = 0.80) and moderate-to-vigorous PA (MVPA; ICC = 0.94); shade interaction (ICC = 0.95); and nature interaction (ICC = 0.80) and average agreement was good (86% overall PA, 88% shade, 90% nature). Most (60%) primary-grade children were observed in the shade, with 64% under a covered play structure where children were mainly (47%) sedentary. Of the 11% of primary-grade students observed interacting with nature, 90% occurred in a grass field with trees. Among upper-grade children, 23% were observed in the shade with 53% in grass fields where 48% of play was light. Few (7%) upper-grade children were observed interacting with nature, with most instances (76%) in a grass field with trees. Among primary-grade children, shade was correlated with sedentary behavior (τb = 0.63, p < .05); LPA (τb = 0.39, p < .05); MVPA (τb = 0.56, p < .05); and nature interactions with sedentary behavior (τb = 0.16, p < .05). Among upper-grade children, shade was correlated with sedentary behavior (τb = 0.27, p < .05) and LPA (τb = 0.21, p < .05).ConclusionsSOPLAY-SN is a reliable tool for measuring children’s interaction with shade and nature and participation in PA. Understanding how shade and nature impact movement during recess can inform playground design for children’s health and well-being.

Street network morphology and active mobility to school: Applying space syntax methodology in Shiraz, Iran

BackgroundPrevious research has found that built environment features (e.g., density, diversity and design) influence children's mode of transportation choice during school excursions. However, little is known about how and to what extent neighbourhood street morphology impacts students' commuting patterns. MethodsWe studied the commuting patterns of children from 18 primary schools in three distinct urban fabric zones (inner, middle, and outer) in Shiraz, Iran. Parents with children in primary grades of 1–6 (n = 1503) were chosen to report on their children's school journey diaries. To examine street network layout, five well-known indices based on the Space Syntax methodology were used: Connectivity, Integration, Control, Intelligibility, and Choice. In order to select a local catchment area for each individual student, an inventory GIS model was created. ResultsIntelligibility and Integration are found to have a positive association with students' walking distances of 400 and 800 m among local morphological elements. Students are more likely to stroll when the space's readability, continuity, and coherence improve. Control and Choice, on the other hand, had a detrimental influence on the walking of students. ConclusionActive mobility to school is associated with urban layout characteristics among Iranian Students, especially within a radius of 800 m. This study discovered that increasing the movement potential of space within an 800 m radius had a greater impact on a child's ability to walk than increasing the movement potential of space within a 400 m radius, and that the Integration (R3), Choice (R3), and Intelligence of the street network within an 800 m radius of students' homes was linked to better walking between home and school. Improving the readability, cohesion, and spatial continuity of the local street network might boost their propensity to walk to school.

Parents' Views on Initial Literacy Teaching in the Distance Education Process

The aim of this study was to determine the views of parents of primary school 1st grade children regarding their experiences in primary literacy teaching in the distance education process. For this purpose, qualitative phenomenology was used as a research design. The study group of the research consists of 76 parents of students studying in the firstgrade branches of two different primary schools affiliated to the Ministry of National Education. The data of the study were collected with a standardized interview form and demographic information test prepared by the researchers. The data collected with the standardized interview form were analyzed using content analysis. As a result of the analyzes, 4 themes and categories and codes were formed under these themes, based on the experiences and opinions of the parents regarding the first literacy learning in the distance education process. The themes revealed are, respectively, the theme of tools used or recommended outside of textbooks, the theme of teacher-parent communication in the distance education process, the theme of the role of parents in homework, and the theme of their views on online lessons in the distance education process.

School Closures: Facing Challenges of Learning Loss in India

Background: Learning losses does not mean forgetting only curricular learning but slipping back of fundamental learning abilities that learner would have acquired during schooling. School closures in India have severely disrupted learning processes of children resulting in learning losses and social gaps in academic outcomes. Though school closure is a global phenomenon, its adverse effects on learning outcomes are unevenly distributed in the society.Purpose: The paper aims to trace the phenomenon of learning losses resulting from a prolonged school closures during COVID 19 pandemic at the national level since march 2020.The study further is directed to trace accessibilities and uses of digital resources in India.Method: The study used secondary sources of data mainly of Bihar to ascertain the trend of learning losses. The data were regenerated to measure the emerging trend. Results: Learning loss was unevenly distributed in the society. Those who were digitally equipped had compensated their learning losses during school closures. The Bihar had mere 5 per cent computer and 15 internet facilities. The rural households had only 3 per cent computer and 13 per cent internet facilities. Primary grade children especially of disadvantaged groups in Bihar suffered more because they have very limited home learning resources. Learning crisis was more prominent at elementary school level where both the home resources and digital tools were inadequate. They spent hours in surfing social media for private purposes. The phenomenon of cyber loafing was widely seen among young students, showing a serious problem of internet abuse by secondary school students. Conclusion: Despite constraints Bihar managed to continue school learning programme during COVID 19. It had a largest force of digitally-equipped teachers (about 1.25 lakh) known as Potential Learning Community (PLC) who were ready to deliver e-contents to beneficiaries. Teachers established connectivity with parents and learners who had no android mobile. They started running Schools on Mobile (SOM) classes. The paper discusses learning recovery plan such as engaging community, reallocating resources for schools, etc.

The Doll. By Nhung N. Tran-Davies and Illustrated by Ravy Puth

This book is about a refugee who comes to Canada with her mother and six siblings as a young child. When she first arrives, a girl around her age gives her a doll. The refugee who receives the doll grows up to become a doctor and sees that another group of refugees is coming to Canada. Remembering her own experience, she goes to the airport to give the doll to another little girl arriving in Canada. This book shows young children about the importance of kindness and welcome. By paying an act of kindness forward, the author shows how human beings are connected. Illustrated with colourful pictures, the book is written in a poetic style. The repetition of keywords and events would appeal to children in early primary grades. However, the vocabulary and indirect telling of key events are more appropriate for an...

EXPERIMENTAL &amp; ANALYTICAL STUDY ON EFFECT OF EMOTIONAL LITERACY PROGRAMME THROUGH EMOTIONAL AWARENESS ON SOCIAL SKILL DEVELOPMENT OF PRIMARY GRADE CHILDREN (3RD &amp; 4TH STANDARD) STUDENTS

Education in school have strong impact on social, emotional development along with the development of academic skills. Relationships &amp; emotional process has strong impact on how &amp; what we learn. Emotional awareness is the ability to recognise and make sense of not just your own emotions, but also those of others. It is also known as emotional Intelligence. Our school curriculum lacks the skill development for the emotional awareness the study was undertaken to develop emotional awareness at earlier age of schooling, through emotional literacy program. It was rd th intended to evaluate the effect of emotional literacy training on emotional awareness in primary grade children (3 &amp; 4 grade). There were total 233 (55.90%) male participants out of total 417 participants of were total 184 (44.10%) females' participants. They were given fortnightly, an hourly session (eight weeks i.e. 4 sessions), of emotional literacy program through various activities &amp; games. The students were improved in ability to differentiate emotions, Hindi medium students were better in ability of children to verbally share the emotions among them(p =0.000). The open expression of emotions, so the bodily awareness of different emptions showed signicant improvement. Emotional intelligence is a tool used by man to master or conduct his own behaviours, to adjust him in the environment around. The group dynamics developed through games, many students reported inclusive feelings. The inclusion of emotional literacy program in regular curriculum may benet children in developing social competencies &amp; further enhancing the better skills for integrated social development.

A Yoga Intervention for Young Children: Self-Regulation and Emotion Regulation.

Yoga-based interventions have been implemented in schools and demonstrated promising results on students’ self-regulation outcomes. Nevertheless, there is limited literature on the effects that yoga may have for children in the early primary grades, despite the evidence demonstrating that this is an opportune period in development for early self-regulation. Few studies have focused on young children living in the context of economic difficulty, which can hinder children’s development of self-regulatory skills and educational trajectories. The effects of an eight-week yoga intervention on economically disadvantaged pre-kindergarten and kindergarten children’s self-regulation and emotion regulation were examined via a paired within-subjects comparison study. Nine classrooms were assigned to the yoga intervention (Treatment First, TxFirst; n = 90) or a wait-list control group (Treatment Second, TxSecond; n = 64). All children were assessed at pre-intervention (Time 1), post-intervention assessment for TxFirst (Time 2), and post-intervention assessment for TxSecond (Time 3). Children demonstrated significant predicted gains on a behavioral task of self-regulation and declines in teacher-rated submissive venting and total behavior problems. Implications for future research are discussed, with a focus on including follow-up assessments and multiple dimensions of fidelity of implementation.

Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders

Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL) and literacy instruction, to promote language supported self-regulation, specifically for primary grade children at early risk for emotional or behavioral difficulties. We report findings from a pretest-posttest cluster randomized efficacy trial with one fixed between-subjects factor to test the effects of teacher-delivered SEL instruction against those of business as usual (BAU). We recruited 163 kindergarten (K) and 141 first grade teachers from 52 schools across 11 school districts within one southeastern state. Our student sample (n = 1154) consisted of 627 kindergarteners and 527 first graders identified by teachers as at risk for internalizing or externalizing emotional and behavioral problems using the Systematic Screening for Behavioral Disorders; 613 of these students participated in the SELF condition and 541 participated in the BAU condition. We randomly assigned schools to SELF or BAU and used a multilevel model with three levels (i.e., children, classrooms, schools) to analyze data on subscales of six (four teacher-report and two direct) assessments related to self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. We found positive main effects of SELF compared to BAU on all but one measure, with effect sizes (calculated using Hedges' g) ranging from 0.20 to 0.65. Findings provide evidence for guiding future SEL intervention research and informing practice to improve student outcomes, particularly for children at risk for behavior problems.

Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades.

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening comprehension in the fall and spring of each year (i.e., 6 waves of data). From oral text reading, reading prosody was evaluated on pause structures (pause duration, pause frequency) and pitch (intonation contour, F₀ change) using spectrographic analysis, and on expressiveness, smoothness, phrasing, and pacing using the Multi-Dimensional Fluency Scale (MFS). A bifactor structure described the data best across the 6 waves, composed of (a) a ratings and pause general factor, which captured common variance among MFS, pause frequency, and pause duration; (b) ratings (MFS) and pause specific factors, which captured variance over and above the ratings and pause general factor; and (c) a separate pitch factor, which captured variance in intonation contour and F0 change. Word reading and listening comprehension were related to the identified dimensions of reading prosody, but when they were in a model together, word reading, not listening comprehension, was uniquely related to reading prosody across the six waves. These results indicate that reading prosody is multidimensional and that a pitch factor is a dissociable skill from the general ratings and pause prosody. Furthermore, word reading is the primary driver for the development of various dimensions of reading prosody, at least for children in primary grades. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Thank You, Dr. Salk!: The Scientist Who Beat Polio and Healed the World by Dean Robbins

Reviewed by: Thank You, Dr. Salk!: The Scientist Who Beat Polio and Healed the World by Dean Robbins Elizabeth Bush Robbins, Dean Thank You, Dr. Salk!: The Scientist Who Beat Polio and Healed the World; illus. by Mike Dutton. Farrar, 2021 [40 p] Trade ed. ISBN 9780374313913 $18.99 Reviewed from digital galleys R 5-7 yrs While classmates doodled and daydreamed, young Jonas Salk took notes, prepar- ing for the day when he would become a scientist and follow the Judaic religious precept tikkun olam, to heal the world. He directed his efforts toward vaccinations, and from 1947 through the mid 1950s his research in polio prevention progressed from discovering a promising vaccine, to conducting limited trials on primary-grade children, to securing scientific consensus on the efficacy of the vaccine, which steadily eliminated the dreaded paralytic disease from most of the world. Robbins' biography is particularly timely within the context of the coronavirus epidemic, and his direct, streamlined account connects well with early primary listeners, who may take some comfort in knowing that science has managed to get other epidem- ics under control. Dutton's artwork offers a stylish take on mid-twentieth century anxiety, with obviously healthy, big-eyed kids casting sidelong glances at disabled sufferers who pass them on the street and the first gen Polio Pioneers (recipients of the experimental vaccine) cheering with relief and confidence that they've escaped the disease. An author's note adds nuance on such issues as concurrent scientific efforts to conquering polio, and Salk's decision not to patent his discover. An inset with outdated information about "How a Vaccine Fights Virus" will be updated for future editions. Also appended are a list of resources and a vaccine timeline that concludes in 2020, before the deployment of the coronavirus vaccine. Copyright © 2021 The Board of Trustees of the University of Illinois

Oczekiwania nauczycieli i rodziców wobec nauczyciela edukacji wczesnoszkolnej

This article focuses on the issue of parents’ and teachers’ expectations concerning the early childhood education (ECE) teacher, who plays an important role in the process of teaching, upbringing, and taking care of children in primary school grades 1–3. Consequently, parents’ and teachers’ expectations are high. This article is of a theoretical and empirical nature. The results of the findings indicate divergences in the teachers’ (43) and parents’ (54) opinions regarding the expected traits of the ECE teacher. Parents’ and teachers’ expectations differ and diverse traits of the ECE teacher are important to various respondents: parents value ECE teachers’ education and their friendly attitude to pupils, while ECE teachers emphasise decisiveness, consistency, and a good attitude towards their responsibilities.

School-based interventions to promote personal and environmental hygiene practices among children in Pakistan: protocol for a mixed methods study

BackgroundPoor personal hygiene and inadequate sanitation practices among young children leads to communicable diseases. There remains a gap in the holistic assessment of school children’s hygiene literacy, practices and effectiveness of school-based hygiene interventions in Pakistan. Therefore, a school-based intervention protocol has been designed to promote personal and environmental hygiene practices for primary school children. Towards improving children’s hygiene behaviors, the study will also focus on enhancing mothers' hygiene knowledge and practices.MethodsUsing quasi-experimental design with mixed methods data collection approaches, this study will be conducted in schools located in an urban squatter settlements in Pakistan. To assess primary grade children and their mothers‘ hygiene status, a survey will be held in the pre-intervention phase. This phase also includes qualitative exploration of key stakeholders (mothers, teachers, health & education authorities representatives’) perceptions about the factors facilitating and impeding the adaption of hygiene behaviors among school children. In-depth guides and focus group discussion tools will be used for this purpose. This will be followed by multi-component intervention phase with behavior change strategies to improve children‘s and mothers’ hygiene literacy and behaviors. The post-intervention phase will assess the intervention effectiveness in terms of enhancing hygiene knowledge and practices among school children and mothers, alongside exploration of mothers and teachers’ insights into whether or not the intervention has been effective in improving hygiene practices among children. Paired t-test will be applied pre and post-intervention to measure the differences between the mothers and children's hygiene literacy and knowledge scores. Similar test will be performed to assess the differences in children’s hygiene knowledge and practice scores, pre and post-intervention (< 50 = poor, 50–75 = good and > 75 = excellent). Thematic analysis will be carried out for qualitative data.DiscussionMulti-component intervention aimed at improving personal and environmental hygiene among primary school children offers an opportunity to design and test various behavioral change strategies at school and in home settings. The study findings will be significant in assessing the intervention’s effectiveness in improving children‘s overall hygiene.Trial registrationRetrospectively registered with ClinicalTrials.gov (NCT03942523) on 5th May 2019.

Trouble and Repair in Child-Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom.

Today, robots are studied and expected to be used in a range of social roles within classrooms. Yet, due to a number of limitations in social robots, robot interactions should be expected to occasionally suffer from troublesome situations and breakdowns. In this paper, we explore this issue by studying how children handle interaction trouble with a robot tutee in a classroom setting. The findings have implications not only for the design of robots, but also for evaluating their benefit in, and for, educational contexts. In this study, we conducted video analysis of children's group interactions with a robot tutee in a classroom setting, in order to explore the nature of these troubles in the wild. Within each group, children took turns acting as the primary interaction partner for the robot within the context of a mathematics game. Specifically, we examined what types of situations constitute trouble in these child–robot interactions, the strategies that individual children employ to cope with this trouble, as well as the strategies employed by other actors witnessing the trouble. By means of Interaction Analysis, we studied the video recordings of nine group interaction sessions (n = 33 children) in primary school grades 2 and 4. We found that sources of trouble related to the robot's social norm violations, which could be either active or passive. In terms of strategies, the children either persisted in their attempts at interacting with the robot by adapting their behavior in different ways, distanced themselves from the robot, or sought the help of present adults (i.e., a researcher in a teacher role, or an experimenter) or their peers (i.e., the child's classmates in each group). In terms of the witnessing actors, they addressed the trouble by providing guidance directed at the child interacting with the robot, or by intervening in the interaction. These findings reveal the unspoken rules by which children orient toward social robots, the complexities of child–robot interaction in the wild, and provide insights on children's perspectives and expectations of social robots in classroom contexts.