Evaluation of the Role of the Peers in the Communication with Pupils who Represent Aggressive Behaviour in the Classroom Environment

Abstract

The aim of this article is to evaluate the role of peers/ school friends during the adaption phase in the school environment of children aggressive behaviour, aged 11-14 with. The article aims at identifying how the other children perceive the aggressive behaviour and how they react towards this behaviour. Methods: This is a qualitative research. The methods used are: analysing the secondary data and also information gathered by semi-structured interviews with pupils. The Interviews are part of the general research made for the PHD-theses. This study includes a sample of 20 pupils who are part of the same classrooms identified with high level of aggressive behaviour. The questions of the semi-structured interviews tend to explore how the aggressive behaviour of some children in the class affects the emotional comfort of other children.The analysis of secondary data is based on the existing literature of national and international studies and policies related to the field of aggressivity and in the high schools. Results: in general, the situation of conflicts with the expressed disruptive behaviour is seen in an resilient point of view from the peer group. They reflect conformism in some situations where they are passive part of a conflict. Most of the pupils interviewed emphasize how essential is the intervention of the teachers or an adult in cases when the conflict involves them directly. Some cases were successful just because the classmates created a comfortable environment for the aggressive children inside the classroom. The intervention of a teacher was important to resolve difficult situations in the classroom environment.Conclusions: If we contribute to have a positive environment in the classroom with the support of the teachers than we can have better quality of the emotional wellbeing of all children in the classroom.