Strategies for curbing maladjustment behaviour in public primary school pupils

Project 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

<p> </p><p><strong>INTRODUCTION</strong><br><strong>Background of the Study</strong><br>Primary schools are established with the aim of producing<br>pupils who are worthy in character and learning. Pupils are expected to acquire knowledge, skills, experience and discipline<br>that will help them sharpen their destiny and rebuild them from<br>what they used to be to what they intend to become. Pupils at<br>this level of education fall between the ages of 6 to 11 plus (NPE,<br>2004). This period is described as the childhood age period which<br>has been christened by some psychologists as a period below the<br>legal age of responsibility or accountability (Okobia &amp; Ohen,<br>2006). Children like human beings are social in nature. They<br>hardly live in isolation but prefer to live and interact with one<br>another (Idowu &amp; Yahaya, 2013).<br>The urge for a child to interact in school usually creates<br>some challenges which need to be addressed especially in<br>primary schools. A child is a person who is below the age of<br>adulthood (Oke, 2009). In the context of this study therefore, a<br>child is a person who is below the age of adulthood and is in the<br>primary school.</p><p>Primary school is education given to children from aged 6-<br>12 years in schools. It is a transition into secondary schools.<br>Primary school is education given in an educational institution<br>for children aged 6 to 11 years plus (NPE, 2004). The author also<br>noted that primary education is the pivot upon which the whole<br>system of education revolves. The Federal Republic of Nigeria<br>(2004:14) highlighted the objectives of primary education as<br>follows: Inculcating permanent literacy and numeracy, and ability<br>to communicate effectively, laying of a sound basis for scientific<br>and reflective thinking; giving citizenship education as a basis for<br>effective participation in and contribution to the life of the<br>society; moulding the character and developing sound attitude<br>and morals in the child; developing in the child the ability to<br>adapt to his changing environment among others.<br>These objectives if vigorously pursued is expected to<br>transform the child at the end of primary education to<br>demonstrate decent and decorous conduct, respect for authority,<br>high sense of responsibility, love for orderliness, eagerness to<br>discharge duties among others (Peter &amp; Felicia, 2013). However,<br>when a child fails to discharge these characteristics,<br>maladjustment behaviour.</p> <br><p></p>