What was the goal?
The goal of the project was to find an evidence-based pedagogical approach to manage the intense behavioral expressions of a 9-year-old student in the third grade of a primary school. The student displayed aggressive behavior on a daily basis both inside and outside the classroom, including throwing objects at teachers and classmates, using inappropriate language, and attempting to impose his own rules during playground activities, making it frequently impossible to complete lessons. Despite frequent discussions between the student, teachers, and members of the school’s support team, as well as meetings with the parents — who initially stated the child did not exhibit similar behavior at home — and the implementation of a short-term program and group classroom intervention, the behavioral challenges persisted. The project aimed to develop a pedagogical practice that would benefit the student, his classroom, and the wider school community.
How did the project proceed?
The project was carried out through a combination of methods. The team conducted interviews and a literature review to explore relevant pedagogical approaches. They also collaborated with a mental health counselor and carried out an analysis of the socio-emotional context surrounding the student’s behavior.
What were the results?
The project identified several key findings: the student exhibited intense aggression, the family had difficulty accepting the problem, cooperation between the school and parents was only partial, and the school psychologist played a significant role in the process. Based on these findings, the project proposed a set of solutions: monthly meetings involving the parents, the teacher, and the psychologist; weekly sessions with the school psychologist; parallel support within the classroom; group and individualized activities; reinforcement of positive behavior and self-esteem; and the creation of routines along with integration into extracurricular activities. All proposed solutions contribute to building a cohesive and supportive network around the student. The project also noted that newer generations appear to be more sensitized and ready to support these needs in a timely and meaningful way, speaking more openly about the psychosocial difficulties that children may experience.