All children act up at some point, but sometimes acting up becomes more than “just children being children”, which needs to be dealt with.

When children who act up regularly cause disruption in the classroom or at home, it may be time to examine the possible triggers or causes of this behaviour.

what is disruptive behaviour?

“Disruptive behaviour refers to actions that interfere with daily activities and are more disorderly than what can usually be expected of children of that specific age,” explains Christine Scolari, a Johannesburg-based clinical psychologist.

Faaizah Essack, a foundation phase teacher from Johannesburg, describes the disruptive child as one who would act up by complaining and crying for no reason, disrupting the class and learning time by distracting others, throwing tantrums and bullying other pupils.

what to look for

Jann Watlington from the Parent Centre in Cape Town says the question is not “why does the child behave in a certain way if they don’t get what they want?”, but rather “when the child does not get what they want, how do they express their displeasure?”.

In nursery and preschool children, disruptive behaviour may manifest as fighting with other children, not co-operating with or listening to the teacher, hitting and biting, an unwillingness to share with others or withdrawal from and a lack of interest in activities.

“Junior primary school children will struggle to listen or pay attention in class, won’t follow instructions or complete tasks in the allotted time, and usually fall behind in reading and writing,” says Scolari.

“Older primary school children may develop a negative attitude towards school and their teachers. They may become disrespectful and could start misbehaving by running away, swearing, bullying or skipping school,” she adds.

possible causes

• Some children become easily bored without the correct stimulation, so seek other stimulation by talking to their peers or behaving in a way that is deemed disruptive by teachers.
• A child who completes their work more quickly than others may talk, play or disrupt those around them. Conversely, a child who is lagging behind the rest of the class, due to age difference or cognitive problems, will also struggle and may act out.
• There could be a personality clash with the teacher, or the class may be too big for the teacher to manage effectively.
• Disruptive children may also be experiencing problems at home. They may be grappling with the use of harsh punishment, a lack of positive discipline or unrealistic parental expectations. Their parents may be going through a divorce or separation, there could be a new baby in the home, or they could be the victims of abuse.

health-related reasons

• Sight and hearing problems could affect a child’s ability to hear instructions or see the board. Your child may feel confused and overwhelmed, which can lead to disruptive behaviour.
• Children with attention deficit disorder or attention deficit hyperactivity disorder may be considered disruptive.
• Children on the autism spectrum may have difficulty coping in a mainstream school environment. A child with autism or Asperger’s syndrome will not be able to socialise with other learners and may find it difficult to complete tasks which have to be done in groups.

Also read our articles on the parent’s role in character education, conflict and the strong-willed child and dealing with highly-sensitive children.

dealing with a disruptive child at home

• Acknowledge the child’s feelings and try to understand why they are behaving in a certain way.
• Set limits and boundaries. When we set limits, we provide our children with a sense of security and containment.
• Poor behaviour is often a cry for help – make sure the child’s needs for security, love, attention and containment are met.
• Ensure there are only a few rules and that these are clear, simple and consistently enforced.
• Give positive attention.

dealing with a disruptive child in the classroom

The younger child

• Help children identify and talk about their feelings.
• Help children understand the consequences and effects of their behaviour.
• Find constructive ways for children to release feelings of anger and frustration. For example, hitting pillows, boxing a punching bag, tearing paper and newspaper or playing with a stress ball.
• Plan soothing activities that involve the senses. Try water play, sand play, playdough, finger painting, breathing deeply and blowing bubbles.
• Find positive outlets for intense emotions through music, dance, athletics or exercise.
• Encourage imaginative play as a means of self-expression.
• If necessary, stop disruptive behaviour by taking the child outside or doing something different.

The older child

• Watlington suggests the ECA method of Empathy, Content (or Consequence) and Action. Tell the child that while you understand they are expressing their emotions, it has disruptive consequences and should stop. Remove the child from the situation, wait until they say they are ready to join the others and help the child return by ensuring they can do so without being disruptive.
• Rather than time-out, make use of time-in. Take the child to a quiet spot and stand with them while they calm down and can regain control.
• Talk to the parents about the child’s behaviour.
• Ensure the child is centrally placed in the classroom to avoid distractions from windows, the door or classmates.
• Before giving instructions, ensure you have the child’s undivided attention.
• Check the child’s comprehension by asking for summary of the lesson afterwards.
• Praise good behaviour.