Behavior problems at school

Behavior problems in children can originate from different causes.  A child does not begin to cause problems without a reason. 

Many times there is a lack of support from adults or they cannot adapt to the environment in which they live.  In many cases this is found in almost all behavior problems in school children.


Most problems are generated by external, internal or mixed causes.  Internal causes have to do naturally due to changes or alterations in their maturation development. External causes are those that come first from parents, educators who are present in their lives, and finally, the environment in which the child develops.

Having at home a troubled relationship in the child develops certain behaviors such as stuttering, thumb sucking and nail biting. Add to all those behaviors other social environments that develop at the school and the community in general, the fact that about the age of six, the child is in the prime development of their physical, emotional, intellectual and social maturity. Then the behavior problems are exacerbated by the individual’s home environment and all the influences that alter his emotional being.

The cultural environment in which the child lives is crucial, which is why the role of the teacher plays an important role in detecting a first, conduct disorder s and referring the child to a specialist to help the proper management of these behaviors.

Some behavioral problems are created in the first years of life, especially within the family environment.  Later on, other behavior problems develop around the age of six, depending on their relationships with society in general. The disorders are classified as follows:


• Sleep Disorders: Insomnia, night terrors, nightmares, etc..


• Eating Disorders: Anorexia, picky eating, bulimia.


• Disorders of the sphincters and evacuation: Bed-wetting after 5 or 6 years old.


• Disorders of the activity: restlessness, impulsiveness, flees the effort, tics, flip-flops, messy, etc..


• Language disorders: stuttering, aphasia (loss of the ability to speak because of a stroke), dysarthria (trouble making certain sounds or words).


• Disorder of sexuality: Exhibitionism, masturbation, etc..


• Affective disorder: Arisco, petting rejection, shy, shameful.


• Mood Disorder: Sadness, anxiety, depression, fears, etc..


• Disorders of school learning: School Rejection, dyslexia, rebelliousness, truancy.


• Disorders of social relations: Solitude, common problems, etc..


• Disorders that violate social laws: Lies, theft, leakage.

In order to prevent the development of behavioral disorders, we should ensure a good atmosphere as a society covering at least the physical and psychological needs. We all need support in having an orderly and fair environment, absent of physical and psychological dangers. If we feel insecure, we cannot think of anything else.

Schools must give more importance to the individual as such, respecting their differences and freedom for development.  At the highest level of prevention, we must deal with difficult behavioral issues which qualify as a serious need for a team of educational psychologists (EOEP), designed to guide the students, teachers and parents.

In conclusion, the behavior problems of children are not just a matter that affects them or their way of being.  It involves all adults establishing relationships with them to help them develop positive behaviors. The act to prevent the development of negative behaviors will provide a better life experience that will result in happy children.


Written By Alejandra Villaseñor