Project Abstract

Abstract
Maladjustment behavior in public primary school pupils poses a significant challenge in educational settings, impacting not only the individual student but also the overall classroom environment and learning outcomes. This study aims to explore effective strategies for curbing maladjustment behavior in public primary school pupils, focusing on interventions that can be implemented both at the individual and systemic levels. The research will utilize a mixed-methods approach, combining quantitative data collection through surveys and behavioral assessments with qualitative data gathered through interviews and observations. By employing a multi-faceted research design, this study aims to provide a comprehensive understanding of the factors contributing to maladjustment behavior in public primary school pupils and identify the most effective strategies for addressing these issues. At the individual level, interventions will focus on developing social-emotional skills, self-regulation techniques, and conflict resolution strategies to help pupils better manage their emotions and behaviors. Cognitive-behavioral therapy techniques will also be explored as a means of addressing underlying psychological issues that may be contributing to maladjustment behavior. On a systemic level, the research will investigate the role of school policies, teacher training programs, and support services in creating a positive and inclusive learning environment that promotes student well-being and reduces maladjustment behavior. Collaborative approaches involving teachers, parents, and school administrators will be emphasized to ensure a holistic and coordinated response to maladjustment behavior in public primary schools. The findings of this study are expected to contribute to the development of evidence-based practices for addressing maladjustment behavior in public primary school pupils. By identifying effective strategies at both the individual and systemic levels, this research aims to empower educators and school stakeholders with the knowledge and tools needed to create a supportive and nurturing environment that fosters positive behavior and academic success in all students. In conclusion, the research on strategies for curbing maladjustment behavior in public primary school pupils is crucial for improving the overall well-being and educational outcomes of students. By adopting a multi-dimensional approach that addresses both individual and systemic factors, this study aims to provide practical insights and recommendations for educators and policymakers seeking to create a positive and inclusive school environment.

Project Overview

INTRODUCTION
Background of the Study
Primary schools are established with the aim of producing
pupils who are worthy in character and learning. Pupils are expected to acquire knowledge, skills, experience and discipline
that will help them sharpen their destiny and rebuild them from
what they used to be to what they intend to become. Pupils at
this level of education fall between the ages of 6 to 11 plus (NPE,
2004). This period is described as the childhood age period which
has been christened by some psychologists as a period below the
legal age of responsibility or accountability (Okobia & Ohen,
2006). Children like human beings are social in nature. They
hardly live in isolation but prefer to live and interact with one
another (Idowu & Yahaya, 2013).
The urge for a child to interact in school usually creates
some challenges which need to be addressed especially in
primary schools. A child is a person who is below the age of
adulthood (Oke, 2009). In the context of this study therefore, a
child is a person who is below the age of adulthood and is in the
primary school.

Primary school is education given to children from aged 6-
12 years in schools. It is a transition into secondary schools.
Primary school is education given in an educational institution
for children aged 6 to 11 years plus (NPE, 2004). The author also
noted that primary education is the pivot upon which the whole
system of education revolves. The Federal Republic of Nigeria
(2004:14) highlighted the objectives of primary education as
follows: Inculcating permanent literacy and numeracy, and ability
to communicate effectively, laying of a sound basis for scientific
and reflective thinking; giving citizenship education as a basis for
effective participation in and contribution to the life of the
society; moulding the character and developing sound attitude
and morals in the child; developing in the child the ability to
adapt to his changing environment among others.
These objectives if vigorously pursued is expected to
transform the child at the end of primary education to
demonstrate decent and decorous conduct, respect for authority,
high sense of responsibility, love for orderliness, eagerness to
discharge duties among others (Peter & Felicia, 2013). However,
when a child fails to discharge these characteristics,
maladjustment behaviour.