PROBLEMI U PONAŠANJU U OSNOVNIM ŠKOLAMA: UZROCI, VASPITNE MJERE, PODRŠKA
BEHAVIORAL PROBLEMS IN ELEMENTARY SCHOOLS: CAUSES, EDUCATIONAL MEASURES, SUPPORT

Summary/Abstract: In recent years, the number of children with learning and behavioral difficulties has increased emphatically. Situations in which students manifest troublesome behavior and thereby disrupt school work and teaching represent a significant burden for teachers. Although learning disabilities and behavioral problems are viewed differently in practice, are treated by two different disciplines of special education, and are classified differently by psychologists, they generally occur together. Students with behavioral problems should be carefully observed in various situations (in the classroom, in a small group, during various activities). The bedrock should be on observation focused on strengths and resources, teachers do not concentrate only on problematic behavior, but strive for a comprehensive picture of the child. Both the teacher's own resources and the resources of colleagues from the school are taken into account. Teachers are expected to provide individual support to children with behavioral and learning problems, so the question arises of effectively providing such support in various aspects of practice in schools. The aim of the work is to present teachers' views on problems in student behavior through assessment of problems, causes, school environment and own practice, and through examples to provide guidelines in order to strengthen their own competences and connect with support institutions. The survey questionnaire for parents shows parents' opinions about children's behavior and cooperation with the school, and by surveying students, we want to collect their attitudes and opinions about the classroom climate, relationships with peers, and their feelings and needs. Point at issue of effective problem solving and strengthening of emotional and social skills in order to prevent or reduce behavioral disorders is a task that concerns all participants in the educational process and requires systematic inclusion of measures and support.

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