A Wake-Up Call for the Public: Data Shows Teachers are Right About Increased Behavior Problems

What’s the Problem?

According to data released by the National Center for Education Statistics (NCES), more than 80 percent of public schools in the United States reported that the COVID-19 pandemic has negatively affected student behavior and socio-emotional development during the 2021-22 school year. Specifically, school leaders report increased:

  • incidents of classroom disruptions - 56%

  • rowdiness - 49%

  • acts of disrespect towards teachers and staff - 48%

  • prohibited use of electronic devices - 42%

Chronic Absenteeism

The data also revealed an increase in student and teacher absenteeism. Around 72 percent of public schools reported an increase in chronic absenteeism, with students missing at least 10 percent of the school year. Teacher absences also rose, with 72 percent of schools reporting an increase. Finding substitute teachers became more challenging for 77 percent of schools, compared to the previous year.

What Do Teachers Want?

National data show that public schools highlighted the need for:

Professional Development in student and staff mental health - 79%

Training on socio-emotional development - 70%

Hiring more staff - 60%

Better support for classroom management strategies that work - 51%

Overall, the data underscores the significant impact of the pandemic on student behavior, absenteeism, and the availability of substitute teachers in U.S. public schools. It calls for attention from education leaders to address these challenges promptly and implement effective solutions to support students' well-being and academic progress.

 

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Blog written in collaboration with ChatGPT May 24 Version.