Behavioral disorders in schoolchildren: a brief approach to their causes

Abstract

The study analyzes the behavioral disorders presented by schoolchildren, investigating their causes and intervening factors, focusing on family, school, and social contexts. It seeks to understand how affectivity and other aspects influence the development and behavior of students. The research highlights that socioeconomic changes, family disintegration, and unfavorable conditions in schools significantly contribute to the emergence of behavioral disorders. Authors like Piaget and Maslow emphasize the importance of affectivity in the integral development of the individual. Affectivity is related to respect, love, and acceptance, being essential for the formation of healthy bonds and cognitive and emotional development. However, in schools, this aspect is often neglected, resulting in relationship difficulties and behavioral problems such as aggression and lack of motivation. The analysis also addresses positive and negative interventions, highlighting the importance of pedagogical practices that value affection, encouragement, and respect. It is concluded that affectivity plays a central role in the integral development of students. It is recommended that schools promote welcoming and inclusive environments, working together with families to create strategies that favor the emotional and social development of students. These actions are fundamental to minimize the impacts of behavioral disorders and improve the teaching-learning process.