Triggers and patterns of aggression among children in cycle one at Dar Al Zahraa, Tripoli, Lebanon

Abstract

Aggressive behavior among Grade 1, 2, and 3 students at Dar al Zahraa (DAZ) school in Tripoli, Lebanon is a complex issue with far-reaching implications. This case study explores triggers and patterns of aggressive behavior within the unique educational setting of DAZ, where resident orphans and students from disadvantaged backgrounds coexist. The research study utilized teacher interviews, daily journals, and classroom observations to generate rich, diverse data from different perspectives. The data analysis approach employed an emergent theme strategy, where themes that emerged during the analysis were identified and examined. All the themes were triangulated to verify the robustness and reliability of the findings, leading to the ultimate insights derived from the study. The research uncovered a spectrum of aggressive behaviors, including verbal, relational, expressive, and physical forms. Notably, the research highlighted that resident student behaved more aggressively in the classroom than their non-resident peers. Additionally, the study uncovered varied definitions and perceptions of aggression and students’ behavior among teachers. This finding highlights the importance of establishing clear and consistent definitions of aggressive behavior to cultivate a common understanding among teachers as to what behaviors warrant attention and intervention. The findings underscore the significant consequences of the absence of a consistent and standardized approach to behavior management. This absence exacerbates the challenge of addressing aggressive behavior in grades 1, 2, and 3 at DAZ and impedes the creation of a positive and structured learning environment. The findings also reveal a need for further research into the link between students’ home lives and their aggressive tendencies.