Teacher Perspective and De-Escalation of Aggressive and Disruptive Behaviors in Early Elementary Students Who Come to School at Risk of Academic Failure: A Phenomenological Study

The purpose of this qualitative, hermeneutic phenomenological research study was to understand the experiences of early elementary educators with the rising negative behaviors, such as aggression and classroom disruptions, in their current classrooms within a progressive and growing school district in northwest Georgia. The theory that guided this study was Bandura’s social learning theory. This study addressed the question: How do educators perceive, understand possible causes, and utilize research-based programs and strategies to de-escalate and improve students’ aggressive and disruptive behaviors in the elementary classroom? This study focused on individual and focus group interviews, as well as a teacher behavior inventory administered to early elementary educators. The data were analyzed using the Stevick-Colaizzi-Keen method, as discussed by Moustakas. The research showed that educators do understand the causes of student misbehavior. However, these teachers do not feel they were equipped to de-escalate or decrease the behaviors in their classrooms.