Disruptive Children Case Study

Disruptive children in the classroom impacts the entire school community not just the disruptive child themselves but also their peers and teachers. Disruptive children can be seen as a ‘road block to the building of a successful school and school district culture’ (Short and Greer 2002). The flow on effect of this type of behaviour contributes to the division of resources being affected, seating arrangements, limitation of classroom activities, it takes away a sense of safety for other students, it diminishes the ability of the teachers to perform to the highest standard and impacts learning for both the disruptive child and fellow students this could be through peer pressure as other students may feel they need to engage in disruptive behaviour

There must be something triggering this type of disruptive behaviour, their dignity and self-value must be suffering to be acting in such a manner. Students realise their dignity in the relationships they form with their fellow peers and teachers. If a relationship is formed on the basis of destructive and negative behaviour from the disruptive child and tension from the teacher the dignity of the remaining students will be affected and their learning may be negatively influenced. Disruptive children in the classroom don’t allow for overall moral worthiness as there is a constant negative learning environment. The dignity of the teacher also suffers as they are having to deal with high stress situations and disappointment on a daily basis.

The common good of the classroom and the entire school is based upon the actions of its students and teachers. Everyone in the school community needs to contribute in order for common good to be seen and for everyone in the school to flourish. The disruptive child affects the common good as other students may feel they can’t contribute and be heard and also school activities may be cancelled due to most of the allocated time being spent on disciplining the disruptive