Anger and Agression in Students in the Classroom

Lynne Marie Fukuda
MAED Student Elementary Education
University of Phoenix
E-mail:  lfukuda@hawaii.edu

Introduction

The causes of anger and aggression in students in the classroom may not always be identified.  Investigating the causes of anger and aggression in schoolchildren is important in preventing the outbursts of anger and aggression and also in resolving behavior problems resulting from anger and aggression in students. What are the causes of anger and aggression in students in the classroom? Does it stem from the home environment or the school environment? Is it rooted in the individual student? What can teachers and administrators do to remedy the problems that result in the classroom?  This study investigates and identifies the answers to these questions. 

The Community

Three high schools, a public school in Central Oahu (Hawaii Department of Education), a public school in Central Maui, and a private school on Maui, were chosen for this study. 

The Central Oahu public school consists of 2,141 students from grades 9-12.  Ethnicity is as follows: American Indian/Alaskan- 8, Asian/Pacific Islander- 1,430, Hispanic- 101, Black- 79, and White- 523. This school consists of students mostly from middle to upper middle-class, with a mixture of students with two-parent homes, military families, and a smaller percentage of single-parent homes and low-income families. There are 211 free lunch students and 68 reduced lunch students. The student-teacher ratio is 19.4.

Mililani is considered to be a large city. The Central Maui public school consists of 1,726 students from grades 9-12. Ethnicity is as follows: American Indian/Alaskan- 8, Asian/Pacific Islander- 1,332, Hispanic-83, Black- 8, and White 295. This Central Maui school consists of students from low-income to middle-income and some upper middle-income families. There are 262 free lunch students and 65 reduced lunch students. There are 27 migrant students. The student to teacher ratio is 19.5. The Central Maui area is considered to be a small town.

The Central Maui private school consists of 365 students from grades 7-12. The ethnicity is as follows: American Indian/Alaskan- 0, Asian/Pacific Islander- 158, Hispanic- 15, Black- 2, and White- 190. There is no free or reduced lunch at this school. Most students are from middle to upper middle-class homes with some from high income homes, and a small percentage are from lower-income families. The ratio of students to teacher is 12.  The location of the school in Central Maui is considered to be rural or small town.

Site of Study

The study was conducted on the three high school campuses due to the time constraints of the study and also the restriction of getting permission to do research. The author decided to ask acquaintances to participate in the study. Each of the high schools are similar and yet unique. The make up of family, school, and student backgrounds, combined with curriculum, classroom setting, class size, and school culture created variables that could not be controlled. The differences between Oahu and Maui schools as well as traditional private schools versus Hawaii Department of Education schools is also another variable. The ethnicity and socio-economic background of students as well as differences in staff, faculty, administrator, and parents of the school also contributed to the wide range of differences in the school and students of this study. However, the causes of anger and aggression in school-aged children should not differ greatly. If similarities are found in all groups, there is less concern for the range of differences in the school environment as well as their students.

Anger and Aggression in Schoolchildren

Anger and aggression are categorized by Colvin (1997) as some of the antisocial behaviors exhibited by children with aggressive behavior becoming stable over time. Also noted is the observation that the more severe the antisocial behavior the less likely it is to change. Thus, students exhibiting antisocial behaviors in the schools have resulted in teachers and students being attacked in schools nationwide.

Quantitative and qualitative research has been conducted on the investigations of anger and aggression on schoolchildren; however, antisocial behavior seems to stem from individual differences in children. Although the classroom environment may spark defiant, aggressive, and angry behavior (Department of Education, 2003), the home environment (Brazelton, 1996) where family situations of neglect and abuse may occur, and individual differences in schoolchildren as learners who may also be emotionally disturbed or disabled as well as being more likely to ruminate anger (Repper, 2006) might be the probable causes of anger and aggression in schoolchildren.

School is a place of learning for students and a workplace for teachers. It is critical to prevent and resolve aggressive behaviors and to control anger in students who are thought to be antisocial. However, before such interventions and preventions occur, the causes of the antisocial behaviors of anger and aggression must be investigated. What are the possible causes of anger and aggression in school children?  Possible causes of anger and aggression, which are considered antisocial behaviors, may be:

1. Home environment- exposure to types of abuse, unfavorable role models in the family, exposure to violence in the media, disadvantaged minority groups (Brazelton, 1996; Lochmann, 1988; Malm, 1992; PACE, 2003)
2. Classroom environment- reading problems associated with low self-esteem and negative self-evaluations, need for attention from teacher (Allday & Pakurar, 2007; Department of Education, April 2003; Lochman, 1988; Walsh, et al., 2006)
3. Individual differences- emotionally disturbed or not emotionally competent, anger rumination, learning disabilities including dyslexia and ADD/ADHD, cocaine exposure in the womb,  (Badian, 1992; Blakemore, Shidler, & Conte, 1985; Bohnert, 2003; Cullinan, Osborne, & Epstein, 2004; Heiervang, et al., 2000; Repper, 2006; Ryan, 2004).

The Home Environment

Literature suggests that students who are aggressive or acting out are from abusive homes and may be victims of child abuse (Lochmann, 1998). Students who were also direct victims of violence were observed to have the most behavioral problems, followed by witnesses to violence and observers of violence in the media (Purugganna, 2003). Dodge, Bates, & Pettit (1990) also state that children who are abused physically, emotionally or sexually, will exhibit behaviors of violence and, therefore, bring it to the school.

Role models at home, such as adults who are violent or angry and aggressive can expose children and influence them into becoming violent or anti-social adults. Domestic violence in the home, where parents are constantly fighting one another, or in the instances where a spouse is being abused by another can also influence children who see that violence is a way to resolve problems; children see that these are ways of coping with challenges. Anger becomes a fuel for them to act in revenge, retaliation, and attacks against others (Eastman & Rozen, 1989). Some psychologists, such as Bailey (2008), cite that physical violence in the home, suicide attempts in the family, divorce of parents, and other forms of instability within the family contribute to emotional damage to children. Children who are then damaged become the perpetrators of aggression.
 
Another cause of aggression or anger in the child may be due to parents who unwittingly push their children to become overachievers. A child who has high standards and pushes himself or herself too hard might become frustrated and have outbursts (Brazelton, 1996). Children with emotional disturbance (ED) have been shown to exhibit inappropriate behavior in school such as: verbal and behavioral withdrawal from peers, uncooperative, coercive, disgusting, or aversive behaviors which lead to rejection by peers or conflicts with adults at school (Cullinan, Osborne, & Epstein, 2004). Students with ED are possible candidates for antisocial behaviors such as anger and aggression.

The relationship between anger rumination and aggression in children is suggested by Repper (2006). Anger rumination, which is defined by Repper (2006) as the tendency to ruminate over anger. Studies have also found that children who are aggressive express more anger (Eisenberg & Fabes, 1999). Repper’s (2006) study found that boys are consistently rated higher on measures of aggression by their teachers and parents than girls across all age groups in childhood. However, when overt and relational aggression were measured in boys and girls, girls and boys were identified as aggressive with almost equal frequency. Repper’s (2006) study, however, found concurrent relationship- anger rumination was significantly positively correlated with aggression.

Also present in the home and family, are factors of socio-economic status, ethnicity, and educational background. In the case of many minority students who act out, negative self-evaluation could be a source of angry and aggressive students. Latino, African-American, and other minority students have been noted to have difficulties as students. For Hawaiian students, their ethnicity predisposes them to a greater risk of suicide, depression, anxiety, and substance abuse disorders (McCubbin, 2003).

Classroom Environment

Peper (2002) notes that students who are troubled and behave with violence which includes anger and aggression may show these signs: lack of interest in school, absence of age-appropriate anger control skills, refusal to follow the rules or a constant disregard of the rules, feeling like the victim, artwork or writing that is violent, bleak, or depicts anger and isolation, talking constantly about weapons or violence, mood swings, or depression, and sometimes, obsession with violent games or television shows, a history of bullying, involvement or interest in gangs, self-isolation from family and friends, desire to bring a weapon to school, and unwarranted or misplaced jealousy. Walsh, et al. (2006), in the article, “Suicidality, School Dropout, and Reading Problems Among Adolescents,” mentions that difficulties in the school experience and negative self-evaluations, frustrations at school, due to reading problems which are intertwined with learning problems, and also low academic achievement, may be correlated with a higher risk for suicide attempts and dropout from school as a way to cope with difficulties. Thus, the school environment, which may not be accommodating to students with reading problems such as dyslexia, forms of ADD, and other learning disabilities, can create situations where students act out.  

Lack of individual attention from the teacher due to crowded classrooms with higher numbers of students, lack of training of students to accommodate students with needs, or not putting emphasis on individual attention could be a source of misbehavior and, therefore, angry or aggressive outbursts in a student.  Students who are frustrated by school work and not receiving help or attention could possibly strike out. In the case of Allday’s and Pakurar’s (2007) study, the Effects of Teacher Greetings on Students On-Task Behavior, when a teacher put in more individualized attention to all students at the beginning of the class session by speaking with them individually and greeting them students seemed to be more on-task than if the teacher did not pay them this special attention. In the case of students with learning problems or emotional problems, having extra attention from the teacher and having a teacher who is aware and training in dealing with student difficulties can create a more favorable learning environment.

Malm (1992) in her paper, “Conflict Resolution Strategies: Anger and Aggression in School Age Children,” notes that the child’s socialization process often takes place in the classroom and on the playground. It is the classroom teacher who must deal with an aggressive or violent child. Thus, the use of positive discipline practices was noted to be important in promoting prosocial behaviors. Straub (1988), states, “the classroom teacher can promote social harmony and a sense of peace or create just the opposite…”.

As mentioned before, being an ethnic minority may predispose a student to having behavior problems as students. In the school environment, some researchers believe that similar to African-Americans, Hawaiian students are marginalized and are oppressed, resulting in low educational outcomes. Stereotypes of Hawaiian children can also make them victims of discrimination in the classroom, where their ethnicity may label them as low-achievers (McCubbin, 2003).

Individual Differences

Sources of anger and aggression can also be found in the individual students. Since the classroom environment and, similarly, the school environment does not seem to tolerate or make accommodations for all types of learners, students who are unable to sit still at their desks for hours on end, read and write well, pay attention to a teacher and classmates, and learn optimally in this type of environment will encounter frustrations which may result in angry or aggressive outbursts. Academic achievement in the classroom, where certain behaviors and learners are constantly rewarded, may make a low-achieving student feel an outsider. If a student has a learning disability which is not accommodated by the teacher or the classroom environment due to lack of training, lack of funds and resources, and lack of awareness, such a student will indeed act out.

Many cases of dyslexic students who have difficulty in reading and language-related skills as well as communication skills, and may also have difficulties in subjects such as math, may have behavior problems as a result of such frustrations. Ryan (2004) states that dyslexic students are more likely to experience frustration that produces anger due to problems in school or in communication.  Heiervang, et al. (2000) in their study, found that increased frequency of aggressive and antisocial behavior and delinquent behavior is found in the learning disabled population. Their study found that dyslexic students had significantly higher total behavior problem scores than in the control group. Dyslexia was also found to be associated with externalizing behavior in boys and internalizing behavior in girls. This means that boys would act out in frustration and anger when challenged, and girls would turn inward, retreating or becoming sad.

However, Boetsch (1996), in her study of the relationship between dyslexia and the socioemotional functioning in young children, found that it was not anger and aggression, but lower global self-worth and depressive symptoms in dyslexic children. Others, such as Seeman (2008), mention that undiagnosed or undertreated dyslexic students who finds him or herself as a subject of repeated failure in school, might become delinquents, dropping out of school. Undiagnosed dyslexics may also suffer damage to their self confidence.

Another source stated that, “students with poor reading skills were more likely to experience suicidal thoughts or attempts and were more likely to drop out of school. In addition, suicidal thoughts or attempts and school drop-out were strongly associated with each other…..poor reading was a risk factor on its own” (Science Daily, 2006).

Emotional competence would also be another source in individuals that is attributed to the ability to cope with frustrations that result in angry or aggressive outbursts. Bohnert (2003) found that children with higher ratings of aggressive behavior demonstrated a more intense and frequent expression of anger. They were also less sophisticated in emotional understanding than other children. Strayer (2004) also notes that there are differences in abilities to handle anger and aggression. There is, in fact, a very strong correlation between anger and aggression and the ability to have empathy was thought to lessen angry and aggressive behavior in five-year olds.

In Strayer’s (2004) study, gender differences were also noted. Girls were found to be more empathetic than boys and less angry and less aggressive. Also noted by Strayer (2003) was the fact that physically abused toddlers and preschoolers reacted less emphathically to others in distress and were more likely to attack or threaten the victims. Lower levels of empathy were also found in a group of conduct disordered teens than in the control group (Cohen & Strayer, 1996).

Although case studies analyses might be useful to yield quantitative data, a qualitative analysis investigating the home environment and individual differences of schoolchildren might be more feasible. Questionnaires distributed to caregivers, teachers, administrators, school counselors, and students can effectively investigate the probable causes of anger and aggression. What can we do to prevent these behaviors from occurring? How can we resolve the problems that stem anger and aggression that occur in the classroom?

Study of the Problem
                                                                                               
Some examples of extreme forms of violence in schools are the horrific events which transpired at Columbine High School and at Virginia Tech University. If anger or aggression in the students who perpetrated these shootings had been identified and treated, such tragedies may not have occurred. On a smaller scale, teachers and students are assaulted on school grounds annually. Why must students and teachers face such dangers every day in a place that is meant to be safe and favorable for learners?

Possible causes for anger and aggression that were expressed by students in this study included: student backgrounds, ethnicity, socio-economic status, ability or special needs, mental or emotional states, home environment (neglect, abuse, bad role models, deprivation, family situation), and school or classroom environment (subject, class setup, peers, bullying/teasing, etc.). Because there is such a wide range of causes, this study only focuses on the home and the school environment.

At the present time, students with special needs are being identified in public schools and in schools that have the resources to do this. However, students with emotional problems or students who have problems at home or in school have not been helped so thoroughly. Teacher training for anger-management and ways to deal with aggression is not always available or effective. Thus, in the classroom, where angry and aggressive students often act out, both students and teachers must be trained to deal with these behaviors.

Outcomes and Evaluation

The goal of this study was to determine the most probable causes of anger and aggression in students in the classroom. By looking at the causes of anger and aggression in students, schools can use this knowledge to move forward in implementing anger management sessions and workshops for faculty, staff, administrators, parents or caregivers, and students.

A positive learning environment, managed by positive discipline reinforcement, and a safe school community as well as an accommodating classroom to acknowledge all learner types and all types of students can prevent the formation of school violence. Implemented early in a student’s career, at the lower grades, a school can create students who learn how to manage their emotions, behave prosocially and appropriately.

Solution Strategy

The Safe and Responsive Schools website has information on possible ways to have prevention and intervention of angry outbursts. It suggests these measures of prevention in anger management:

1. Teach youth to understand the perspective of others
2. Teach relaxation techniques to learn self-control
3. Let students learn how to use a specific strategy to moderate their responses to potential conflicts by learning problem-solving skills.

Short-term results of anger management techniques have shown positive effects on the delinquent and problem behavior of students.

Another suggestion by schools for parents is the “zero” violence tolerance policy. Informing parents of the school climate that does not tolerate violence is the beginning of establishing safer schools.

Other suggestions address the role of schools to work closely with high-risk families so that there is a regular contact and support from teacher, guidance counselor, and principal. Social skills training, enhancing awareness about related issues such as teen pregnancy, birth control, drug and alcohol abuse, and promoting good peer relations, prosocial behaviors, and non-aggressive responses to conflict can be addressed in workshops (Day, D. & Golench, C.A., 1997).

The arrangement of classroom space has also been documented as a factor that can increase or decrease challenging behaviors in young children. The question to ask is: does the design of the classroom space provide structure for children to transition quickly and easily between activities and move in an appropriate, clear manner? Also, activities that follow other activities can affect behavior problems in young children. Does a high-intensity activity precede a low-intensity activity? If so, can a more compatible activity precede the low-intensity activity?

Another aspect of classroom setup is the instructions given out by the teacher. Are the instructions consistent and clear regarding classroom expectations and appropriate behaviors? If they are, there is a strong possibility that challenging behaviors are lessened (Conroy et al, 2002).

Conroy et al. (2002) mentions the appropriateness of instructional material presented. If the materials are too hard for the students, or are not developmentally appropriate, children may rebel. Thus, teachers who choose their teaching materials or activities carefully can prevent misbehaviors in the classroom.

Schoolwide expectations and teaching also is another factor in students who may behave or misbehave. Having a brief list of behavioral expectations for each location in the school, and having them clearly posted, and taught to the students on the first day of school can solve the problems of misbehaviors in students. Teaching expectations involving teachers and staff in each part of the school and modeling the rules can further bring control to the school environment, lessening behavior problems in students (Scott, 2001).

Having IEPs for learning disabled students, and having a good intervention program for students with behavior problems such as anger and aggression, can allow students to learn appropriate behaviors in school. Todd et. al. (1999) suggests the implementation of self-monitoring combined with self-evaluation and self-recruitment of teacher attention. Students who act out due to lack of guidance or attention in the classroom, who also may have low self-esteem due to learning problems or low academic achievement, can be trained to follow this regiment. Students trained in this manner were found to have a decrease in problem behaviors, an increase on on-task behavior, and an increase in task completion. In addition, the intervention was associated with and increase in positive teacher perception of student performance.

Calendar Plan

Although a school year seems to be quite long to students, for teachers and administrators it is very short. However, the implementation of prevention and intervention programs is of utmost and critical importance. Violence in schools and behavior problems resulting from unresolved conflicts with anger and aggression seems to be rising in schools. In order for the school community to provide a safe learning environment, all stakeholders must begin to build a place for children to learn and grow and learn skills that will allow them to resolve conflict peacefully and learn how to control their emotions so that they will behave in an appropriate manner, allowing all students in the school to learn at their optimum potential.

1. Beginning of the year- teacher training on anger management and violence prevention
2. Class begins- first day- students learn rules of conduct
3. First month- students learn anger management techniques
4. Second month- students form conflict buster teams and participate in mock conflicts
5. Parent-Teacher meeting- discuss anger and aggression in students and how to teach students how to manage behaviors. Help for families needing information and referrals.
6. End of first semester- discuss behavior problem resolutions- acknowledge improvements in students and in school
7. Middle of second semester- invite the public to attend anger management session with guest speakers on domestic violence, anger management, counselors
8. End of year- reward improvements in student attitude and behavior, allow students to volunteer for a cause during the summer months (work in children’s shelter, read to homeless children, feed the homeless, conservation work)

In addition to this calendar, individual teachers, especially those teaching social studies, history, religion, English, and a few others can write into their curriculum, activities to resolve conflict, mention leaders of peace-making, discuss war and peace,  alcohol and drug abuse, domestic abuse, violence, and crime. In their daily lives, students can learn how to resolve conflict in a healthy manner and not act out in anger or in aggression.

References

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Bailey, D. (2008). Must our children be emotionally damaged? Health@health.com
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Bohnert, A.M. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, Feb 2003. Retrieved July, 23, 2008 from http://findarticles.com/p/articles/mi_m0902/is_1_31/ai_97891764

Blakemore, B., Shidler, S., & Conte, R. (1985). A problem solving training program for parents of children with attention deficit hyperactivity disorder. Journal of School Psychology, 9(1): 66-85. Retrieved July 14, 2008, from ProQuest database.

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