Behavior Challenges in Primary and Secondary Classrooms

Teachers across the United States have reported an increase in disruptive student behaviors, which create significant challenges for classroom management, instructional time, and teacher well-being. While many schools provide resources intended to support teachers, there is often a lack of time or professional development opportunities to implement these tools effectively. The purpose of the study was to explore how teachers perceive current behavioral challenges, how these challenges affect their instructional practices and emotional health, and what supports they identify as most beneficial. A qualitative design using interviews and open-ended survey responses was employed to gather detailed perspectives from teachers. The findings of the study revealed key themes, including the impact of technology use on student behavior, the importance of support, the influence of time constraints on behavior management practices and the need for targeted professional development. These findings highlight how behavioral challenges affect both instructional practices and teacher well-being. The results of this study have implications for improving professional development, strengthening behavior interventions and informing school policies. These findings contribute to the development of a safer and more supportive environment for teachers and students.