Why Behavioral Issues Continues in Alternative School Setting
WhyBehavioral Issues Continues in Alternative School Setting
The needs ofstudents in the alternative schools are covered differently from theregular school. Many of the students attending alternative schoolshave shown extreme behaviors such as regular infractions, drug abuseamong others (Shapiro, 2014).  The paper reflects on the rate ofsuspension and expulsion from these schools and the overallperformance of the high school student housed there.
The visit to thealternative school and socialization with the students transferredthere revealed the following. The academic performance remained low.In addition, the student showed little change in behaviors. Thereason why the placement of the students in the school did not changetheir behavior includes the following. The students join the schoolwith a stigma attached to them, the unruly lot. Mainly, the focus ofthe teacher in the classroom is to identify the troublesome studentsand mark them out (Evertson & Weinstein, 2013). Sadly, the stigmadoes little to help improve the behaviors of the student. Instead,they become more misbehaving. Notably, some of the reason whystudents misbehave is to gain attention. The stigma tag gives themwhat they are looking for, to be regarded as the wrong. Therefore,though the efforts of the teacher may be aimed at limiting disruptionin the class, they produce the opposite.
Important alsoto note, the brain of the teen (high school student) is very much awork in progress especially the area associated with cognitiveabilities and decision-making. Since the capabilities of the studentto grasp ideas and make the right decision are hampered by thedevelopment of the brain, they engage in more risky activities thatmay lead to suspension and expulsions (Harry & Klingner, 2014). Notably, at this stage of development, the teens are rebels theyfight back on almost anything that is pushed to them. Therefore, whena student is punished, they react cynically and may even plan to harmthe educator.
The socialstigma that the students attending the alternative schools are therepurely for discipline trickles down to the classroom setting. Evenamong the students with bad behaviors, they are ranked further in acategory (Evertson & Weinstein, 2013). The ones at the bottom ofthe rank are lonely and experience many repercussions including lowergrades than the rest. Notably, the lower caste classification harmstheir will to learn and may later affect their social life. Angeredthat no difference is made, the student continues with misbehaviorsand may become more cynical (DuPaul & Stoner, 2014). Mainly, theareas of the brain that deal with the rewards are affected. In theend, the individual may suffer long-term mood disorder (depression).
A dysfunctionalsystemic relationship (interactions among the students, teachers, andadministrators) affect the overall capabilities of the student tolearn. The fact that nothing is done to address the problem once thestudents are settled in the alternative school means the misbehaviorscontinue (DuPaul & Stoner, 2014). In the end, the student is nothelped, the academic grades remain low, and their chances to succeedin life are just but shuttered (Harry & Klingner, 2014).Importantly, students who have early contact with the juvenile systemare more than three times higher to end up in prison.
Apart from theneed for attention, some students are just physically attracted tothe teacher. It is important to note, at the high school theadolescence is setting in. At this stage in life, many physicalchanges are taking place in the body but so do the behaviors(Shapiro, 2014). The physical connection can also be a result ofthe systemic relationship break down. In the alternative schools, thesystemic dysfunction continues. The student’s performance continuesto fall resulting in low grades. Furthermore, the tag on the studentsthat they are academic dwarfs fails to excite them to work hard. Inthe end, their situation becomes worse than before (Dougherty,2013). The problem persists.
One problem withthe dysfunctional systemic relationship is the potential todisenfranchise, the people on the lower rank and their overall sociallife (Crone, Hawken & Horner, 2015). The student becomes morewithdrawn and disinterested in learning. In the end, the efforts toachieve a turnaround by attending the alternative school are lost.The low grades do not improve, and neither do their social skills.
Counseling is acentral theme when dealing with a misbehaving child. The counselorcan establish the particular worries and concerns of the student. Inturn, the student gets to trust the teacher more. The genuinerelationship built between them helps the student to improve theirbehaviors and overall academic achievement (Crone, Hawken &Horner, 2015).
In conclusion,the alternative schools are meant to help students with difficultbehaviors to improve academically and in social skills. However, thestigma placed upon the students by the teachers and society aspotential criminals limit their chances to succeed in life. Thehierarchy ranking leaves some students lonely and rejected. Notably,the lack a functioning systemic relationship limits the abilities ofthe student to seek help from the teacher. Therefore, counseling iscrucial to help the student rediscover their efforts and pursuecareer goals.
Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Buildingpositive behavior support systems in schools: Functional behavioralassessment. Guilford Publications.
Dougherty, A. M. (2013). Psychological consultation andcollaboration in school and community settings. Cengage Learning.
DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools:Assessment and intervention strategies. Guilford Publications.
Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbookof classroom management: Research, practice, and contemporary issues.Routledge.
Harry, B., & Klingner, J. (2014). Why are so manyminority students in special education?. Teachers College Press.
Shapiro, E. S. (2014). Behavioral assessment in schoolpsychology. Routledge.
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