Students’ solutions to student problems: a participatory assessment of student-centric approaches to common classroom conflict at Embry-Riddle Aeronautical University

Classroom conflict between students and instructors, as well as among students, is a phenomenon that significantly impacts student academic engagement, performance, and emotional well-being; yet, it is often overlooked. Conflicts may result from poor attendance, lack of participation, unclear grading policies, miscommunication, and technology-related disruptions, and are frequently addressed through top-down course policies that exclude student perspectives. This research is a participatory assessment of common classroom conflict and student-centered approaches at Embry-Riddle Aeronautical University (ERAU). The purpose of the study is to examine students’ solutions to classroom conflicts in comparison to prevailing faculty-led course policies. Using participatory research (PR) methodology that involved students, faculty, and administrators, the study surveyed 397 students and conducted 43 interviews with participants at the Daytona Beach campus. The study highlights recurring issues, including inconsistent attendance, unengaging classrooms, grading disputes, and misuse of technology. While faculty and administrators often respond with strict course policies, these measures tend to fall short in the long term because they rarely engage students in the solution. The study outcomes highlight the critical role of student agency in addressing classroom conflicts and underscore the need for collaboratively developed strategies that consider students’ lived experiences. This research contributes to the existing literature by identifying inclusive and sustainable approaches to classroom conflicts that position students not merely as subjects of conflict but as active participants in its resolution.