ST PAUL, Minn — Bad behavior in classrooms is a nationwide problem that has only worsened since the pandemic.
A recent National Education Association (NEA) survey found teachers cited "disruptive and violent behavior" in the classroom last year as one of their top concerns. A PEW Research Center report found about 68% of teachers said they've experienced verbal abuse from a student such as being yelled at or threatened.
About 21% said this happens a few times a month.
Teachers also report students show disrespect by getting up in the middle of class or skipping class altogether. So the question many people have is why are we seeing this uptick in bad behavior? And how can behavior improve?
To learn more, KARE 11 morning anchor Alicia Lewis spoke with Angel Thomas from St. Paul Public Schools (SPPS). Thomas, a teacher by trade, is now a supervisor with the Office of School Support.
She talks with teachers about their day-to-day with students at SPPS and says there is a lot more pressure on both students and educators post-pandemic with mental illness at an all time high.
"You have a class of 25 to 35 little people, right? They all have different lived experiences," Thomas said. "We don't know what they're going through at any given moment, right? Some kids are wondering where their next meal is gonna come from. Some kids are wondering where they're gonna sleep at night. Some kids may have experienced a traumatic event just the night before and they're at school. It's the same for adults or teachers, right?"
SPPS is one of 37 districts in the state that utilize the Minnesota Department of Education's "Positive Behavioral Interventions and Supports systems" also known as PBIS. It's a multi-tiered program that trains educators on preventing problem behavior, teaching and reinforcing positive behaviors, and providing intensive interventions for students with more significant needs.
Thomas said PBIS is working.
"I always say the framework is simple for a lack of a better word. It's not. But there are core components. What do we want students to do? How do we recognize them when they do it? How do we respond when they don't? And then how are we using data to make decisions?" Thomas said.
"We know that recognizing positive behaviors is one of the best ways to actually change or to continue that behavior and to decrease the unexpected behaviors."
Thomas added when students have a voice and feel a sense of community, they are more likely to exhibit good behaviors in the classroom. But what works for one student, in terms of dealing with behavior, might not work for another.