Strategies for addressing disruptive behaviors in secondary school students in Mexico

Abstract

Introduction: Based on the constant detection of disruptive behaviors in secondary school students, pedagogical intervention strategies were implemented to reduce the rate of aggressive classroom behaviors. Methodology: The research was based on the qualitative paradigm with a sociocritical approach. The type of study was action research through a pedagogical intervention (32 sessions), which lasted eight months. The participants were 160 students. Results: At the end of the interventions, students improved in the management of their emotions, showed greater willingness to work collaboratively, empathy, greater receptiveness empathy, greater receptivity towards their classmates, self-confidence, better self-concept, and, above all, a better self-concept, self-confidence; better self-concept; and, above all, there was a significant reduction of disruptive behaviors among students. Significant reduction of disruptive behaviors among the student body. Discussion: Few studies were identified that address Gardner's multiple intelligences and Kohlberg's stages of moral development as resources for addressing disruptive behaviors in high school students. Conclusions: It is essential to assess the intellectual and emotional needs of students on the motional needs of students, especially after the pandemic, which has left psychological which has left psychological sequelae, making them more vulnerable to stressful situations or to any difficulty that may arise in their lives.