Disruptive Behavior Is on the Rise

EAB conducted a survey of nearly 1,900 elementary school teachers, administrators, and staff, to better understand the scope of the problem and how they are responding to it.

Responses from multiple stakeholders outlined several important trends:

  1. Teachers and administrators report an alarming recent increase in disruptive behavior

  2. Districts and schools lack clear and consistent behavior management guidelines

  3. Teachers report lack of preparation and support in managing disruptive behavior 

 

Complete report

While educators agree on the rise in disruptive behavior, they disagree on how many students are exhibiting those behaviors. District and school administrators tend to believe the issue is confined to a small percentage of students who have significant behavioral issues and are repeat offenders. Teachers on the other hand, estimate that nearly one-quarter of their students exhibit disruptive behavior.

The vast majority of educators responding to the survey identified an alarming increase in behavioral disruptions in early grades over the last three years. This perception holds steady across various school and district roles. More than a third of all respondents note that behavioral disruptions have increased “significantly” during this time period. Notably, fewer than one in seven respondents believes there has been a recent decline in behavioral disruption

There are many potential factors that may be contributing to the observed rise in disruptions. Some of these are related to the effects the Great Recession had on families and education funding. Other factors—from increased use of mobile devices to declines in free play and physical activity—may also play a role. Broader societal changes, including dramatic increases in substance abuse and mental health diagnoses, are also likely contributing to some of these behavioral shifts.

The majority of survey respondents identified similar causes. Of particularly high concern for educators were the effects of family trauma, mental health, and modern-day changes in parenting.

However, there were some notable differences between respondent groups as to the relative importance of each category. For example, teachers were much less likely to point to mental health issues or trauma than administrators or support specialists. On the other hand, teachers were the group most likely to blame the trend on increased academic pressure and inadequate amounts of play time and recreation.