Causes of severe problems with student behaviour
In many countries, schools have severe problems with student behaviour. What do you think are the causes of this? What solutions can you suggest? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Sample Solution
In a number of nations, it has been observed that the behaviour of students is causing a serious problem for academic institutes. I believe, the primary reason for this is how effectively and early on we educated them both about good attitudes and about poor ones as well. There are other things we may do to address this issue, such as teaching academic courses alongside social skills and cultural practices and customs.
As previously said, the main factor contributing to this problem is that many schools do not devote enough time to teaching kids about their cultural ethos and life skills in order to establish and strengthen the foundation for their behaviour. Today’s educational system is compelled to concentrate primarily on traditional subjects like social science or natural science rather than how people respond to or handle social problems. When a student encounters a social scenario, this results in a lack of talents and adaptability, which causes them to act foolishly and inexperienced.
The easiest way to deal with this issue is to start preparing them on day one of school. School administrators should offer more classes on developing self-discipline abilities in addition to teaching the standard disciplines to broaden students’ understanding. Parents must also develop their children’s awareness and behaviours in order to achieve the greatest results. Additionally, adopting uplifting words and showing respect toward one another is a good strategy.
In conclusion, despite the serious issues we have with children’s behaviour, as long as we can identify and address them, nothing is insurmountable. The school’s carelessness is the cause, and we may change that by introducing additional lessons on attitude.
