Challenging student behaviors and teachers’ psychological burden: The significance of a systemic approach

DOI: https://doi.org/10.35765/mjse.2026.1529.16
Keywords: Challenging student behaviors, teacher stress and burnout, Positive Behavioral Interventions and Supports (PBIS), educational support systems, school-wide approach

Abstract

Research objectives (aims) and problem(s): The research explores Polish teachers’ experiences managing challenging student behaviors, especially aggression and peer violence, and the emotional impact of these behaviors on teacher well-being. It also addresses the lack of systematic research on effective interventions in Poland and examines the support available to educators.

Research methods: The article uses a qualitative method, involving semi-structured interviews with eight experienced teachers from various subjects and schools in the Mazowieckie Voivodeship. Thematic analysis with inductive coding identified key themes related to behavioral challenges, emotional strain, and support mechanisms.

Process of argumentation: The article begins by noting the global prevalence of school violence and its effect on teacher burnout and attrition, reflecting similar issues in Poland. It highlights Polish teachers’ frequent reports of class disruptions, safety concerns, and stress. The Positive Behavioral Interventions and Supports (PBIS) model is introduced as an internationally proven, systemic approach that improves school climate, reduces problem behaviors, and lowers teacher stress. PBIS’s multi-tiered framework fosters positive teacher-student relationships and collaborative networks.

Research findings and their impact on the development of educational sciences: The findings reveal that challenging behaviors cause chronic stress, helplessness, and burnout, which are worsened by insufficient training and systemic support. The study advances educational sciences by emphasizing systemic, data-driven methods that promote student development and teacher resilience, suggesting sustainable improvements.

Conclusions and/or recommendations: The study recommends implementing PBIS in Polish schools to better manage challenging behaviors and enhance teacher well-being. It also calls for future research to adapt and evaluate PBIS in Poland, with a focus on teacher training and institutional support. The findings highlight the need for systemic, collaborative strategies to foster positive educational environments and sustain gains in teacher motivation and student outcomes.

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Published
2026-06-30
How to Cite
Skura, M. (2026). Challenging student behaviors and teachers’ psychological burden: The significance of a systemic approach. Multidisciplinary Journal of School Education, 15(1 (29), 279-298. https://doi.org/10.35765/mjse.2026.1529.16
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Thematic Articles

Copyright (c) 2026 Monika Skura

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