Qasja institucionale ndaj nxënësve me sjellje problematike në shkollë

Abstract

The problematic behavior of students in schools is frequent news in the media and in the common discourse of different actors: parents, teachers, professionals, etc. They are a growing problem and one of the most serious concerns in society. The purpose of the research was to analyze and describe the institutional approach to identifying, preventing and treating students with problematic behavior. Quantitative and qualitative approach was used for the research. Quantitative data was collected from questionnaires with teachers and questionnaires with students, but also in Google form. The random sample consisted of 124 subject teachers and 437 8th and 9th grade students from primary school. While qualitative data through interviews with 2 school psychologists, 2 lecturers, 1 education inspector, and 2 parents. The most problematic age when more problematic behaviors appear is considered the age of 14-16 years old with (about 80%) from the teachers' perception, while the difference in the tendencies for problematic behavior based on gender (about 48%) of them say boys, and we have ( 43%) of them who think that girls are more prone to problems. According to the perception of the interviewed respondents, problematic behaviors are considered, starting from disturbing the peace in the classroom, harassment between friends, mutual insults between students and teachers, deviant behavior problems, drug use and possession at school, stabbings, sexual harassment, pushing and for suicide and so on. The treatment of students with problematic behavior according to the teachers' perception (about 80%) of them consider that the cases are handled by the teachers and (about 35% say that they are handled by the director, professional staff, or parents. There is a difference in the students' perceptions (about 43%) ) say that they are handled by the professional staff of the school and the parents. While among the interviewed respondents, the cases are handled by the psychologist and pedagogue and in rare cases by the school directorate, when there is time and opportunity because they are charged by the directorate with other work and the opportunity to refer student cases and student well-being is too small for appropriate treatment.