, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
TABLE OF CONTENT
Topic 1 (Primary School Focus) - The role of school policies and parental Page 3
involvement in managing classroom disruption and aggressive behaviour in
primary schools.
Topic 2 (Secondary School Focus) - Teacher experiences of learner indiscipline, Page 11
truancy, and peer pressure in urban secondary schools: A phenomenological
study.
Topic 3 (Special / Full-Service School Focus) - Strategies for de-escalating Page 19
emotional and behavioural difficulties (EBD) in full-service schools:
Perspectives of teachers and support staff.
, THE ROLE OF SCHOOL POLICIES AND PARENTAL INVOLVEMENT IN MANAGING
CLASSROOM DISRUPTION AND AGGRESSIVE BEHAVIOUR IN PRIMARY SCHOOLS
1) Introduction
Classroom disruption and aggressive behaviour in primary schools have become pressing concerns
for educators, policymakers, and parents across international contexts. Behavioural challenges in the
primary years range from low-level persistent disruption—such as calling out, leaving seats without
permission, talking over the teacher, and refusal to follow instructions—to more serious aggressive
behaviours including physical fighting, verbal threats, destruction of property, and defiance of
authority (Emmer & Sabornie, 2015). The consequences of unchecked classroom disruption are
profound and multiply across multiple levels: at the individual learner level, children who exhibit
persistent aggressive or defiant behaviour are at elevated risk for academic failure, peer rejection,
and later involvement with the justice system (Patterson, DeBaryshe, & Ramsey, 2017). At the
teacher level, chronic exposure to classroom disruption is a primary driver of burnout, emotional
exhaustion, and attrition from the profession (Ingersoll, Merrill, & Stuckey, 2018). At the school
level, high rates of disruptive behaviour correlate with poor academic outcomes, negative school
climate, and strained staff relationships. The central research question guiding this study is: How do
school policies and parental involvement interact to influence primary school teachers' experiences
of classroom disruption and aggressive behaviour? This question is examined through three
sub-questions: (1) What features of school behaviour policies do primary teachers identify as most
effective in reducing classroom disruption and aggression? (2) What forms of parental involvement
do primary teachers perceive as most helpful in managing challenging learner behaviour? and (3)
How do primary teachers experience the alignment or misalignment between school behaviour
policies and patterns of parental involvement?
This literature review provides a comprehensive synthesis of existing scholarship on classroom
management, school discipline policies, parental involvement, and teacher wellbeing in primary
school contexts. The review is organised thematically around the research questions. The first theme
explores the prevalence and impact of classroom disruption and aggressive behaviour in primary
schools, drawing on international and South African research (Emmer & Sabornie, 2015; Sullivan,
Johnson, Owens, & Conway, 2014). The second theme examines school behaviour policies as a
response to disruption, including the distinction between punitive and positive behaviour support
approaches (Skiba & Losen, 2016; Sugai & Horner, 2009). The third theme investigates the critical
role of parental involvement in managing learner behaviour, including the forms of involvement that
are most effective (Epstein, 2018; Pomerantz, Moorman, & Litwack, 2007). The fourth theme
explores the interaction between school policies and parental involvement, examining how alignment
or misalignment affects teacher experiences. The fifth theme examines the consequences for teachers,
including burnout, attrition, and the importance of school leadership support. The review concludes
by identifying gaps in the existing literature and positioning the current study within the scholarly
conversation.
TABLE OF CONTENT
Topic 1 (Primary School Focus) - The role of school policies and parental Page 3
involvement in managing classroom disruption and aggressive behaviour in
primary schools.
Topic 2 (Secondary School Focus) - Teacher experiences of learner indiscipline, Page 11
truancy, and peer pressure in urban secondary schools: A phenomenological
study.
Topic 3 (Special / Full-Service School Focus) - Strategies for de-escalating Page 19
emotional and behavioural difficulties (EBD) in full-service schools:
Perspectives of teachers and support staff.
, THE ROLE OF SCHOOL POLICIES AND PARENTAL INVOLVEMENT IN MANAGING
CLASSROOM DISRUPTION AND AGGRESSIVE BEHAVIOUR IN PRIMARY SCHOOLS
1) Introduction
Classroom disruption and aggressive behaviour in primary schools have become pressing concerns
for educators, policymakers, and parents across international contexts. Behavioural challenges in the
primary years range from low-level persistent disruption—such as calling out, leaving seats without
permission, talking over the teacher, and refusal to follow instructions—to more serious aggressive
behaviours including physical fighting, verbal threats, destruction of property, and defiance of
authority (Emmer & Sabornie, 2015). The consequences of unchecked classroom disruption are
profound and multiply across multiple levels: at the individual learner level, children who exhibit
persistent aggressive or defiant behaviour are at elevated risk for academic failure, peer rejection,
and later involvement with the justice system (Patterson, DeBaryshe, & Ramsey, 2017). At the
teacher level, chronic exposure to classroom disruption is a primary driver of burnout, emotional
exhaustion, and attrition from the profession (Ingersoll, Merrill, & Stuckey, 2018). At the school
level, high rates of disruptive behaviour correlate with poor academic outcomes, negative school
climate, and strained staff relationships. The central research question guiding this study is: How do
school policies and parental involvement interact to influence primary school teachers' experiences
of classroom disruption and aggressive behaviour? This question is examined through three
sub-questions: (1) What features of school behaviour policies do primary teachers identify as most
effective in reducing classroom disruption and aggression? (2) What forms of parental involvement
do primary teachers perceive as most helpful in managing challenging learner behaviour? and (3)
How do primary teachers experience the alignment or misalignment between school behaviour
policies and patterns of parental involvement?
This literature review provides a comprehensive synthesis of existing scholarship on classroom
management, school discipline policies, parental involvement, and teacher wellbeing in primary
school contexts. The review is organised thematically around the research questions. The first theme
explores the prevalence and impact of classroom disruption and aggressive behaviour in primary
schools, drawing on international and South African research (Emmer & Sabornie, 2015; Sullivan,
Johnson, Owens, & Conway, 2014). The second theme examines school behaviour policies as a
response to disruption, including the distinction between punitive and positive behaviour support
approaches (Skiba & Losen, 2016; Sugai & Horner, 2009). The third theme investigates the critical
role of parental involvement in managing learner behaviour, including the forms of involvement that
are most effective (Epstein, 2018; Pomerantz, Moorman, & Litwack, 2007). The fourth theme
explores the interaction between school policies and parental involvement, examining how alignment
or misalignment affects teacher experiences. The fifth theme examines the consequences for teachers,
including burnout, attrition, and the importance of school leadership support. The review concludes
by identifying gaps in the existing literature and positioning the current study within the scholarly
conversation.
