EDD633POLICYBRIEF EDD633POLICYBRIEF Trident International University James Newton EDD 633 Policy Brief Dr. Anna Lint May 25, 2019 Title Students’ Behaviors and Attitudes SLP1: Executive Summary There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools. In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views. SLP 2: Context of Scope of Problem Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.

1. EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which
students have behaved aggressively towards their colleagues,
and the data concerning unruly student behaviors has also been
on the rise (Coll et al., 2018). The unruly student behavior has
to be fixed because it is among the biggest factors that

2. contribute to school drop outs and poor performance. Students
have been reporting to the administration that they have been
bullied by their colleagues, dispossessed of their properties,
beaten or abused. Although these behaviors can be linked to
anomalous adolescent conduct, there are also a number of
possibilities that can induce aggressive behaviors in K-12
students. They include: negative attitude towards education,
drug abuse, bad influence from adults, poor parental upbringing,
or negative early life experiences (Dariotis et al., 2016).
Therefore, it is necessary to introduce programs and lessons that
can solve the issue of student misconduct and negative attitude
towards education so as to improve the quality of education in
K-12 schools.
In order to solve the issue of unruly student behavior and
negative attitude towards education, guidance and counseling
programs will be introduced in schools. Guidance and
counseling will be necessary for all students, but those who
exhibit unruly behaviors will undergo more counseling sessions
that the rest of the students. The program is aimed at reducing
stress, depression, and anxiety, which are the biggest
contributing factors to student unruly and antisocial behaviors
(Coll et al., 2018). Other mental health programs such as yoga
will be introduced in order to improve the mental and emotional
health of the students, which will boost their motivation so that
they will like school and appreciate education. A research and
an experimental program will have to be done in a few classes
to evaluate the effectiveness of the programs before their full
implementation. Main stakeholders in the education sector will
also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes
of poor academic performance and high dropout rates in the
United States and other developed countries. As such, concerns
have been raised by policymakers and researchers on the need to
reduce students’ deviant behaviors in school (Kremer et al.
2016). Students exhibit deviant behaviors in two major ways:

3. externalization and externalization of unruly behaviors.
Externalizing behaviors are characterized by defiance to school
rules, disruptiveness, impulsivity, and antisocial behaviors. In
some cases, externalizing behaviors may take the form of the
student being overactive (Kremer et al. 2016). On the other
hand, internalizing behaviors include withdrawal, dysphoria, as
well as anxiety. A significant number of students who exhibit
high levels of deviant behaviors suffer from deficient levels of
capabilities in reading, mathematics, and written language
(Kremer et al. 2016). Deviant behaviors are caused by many
factors, which encourage the student to engage in universally
unacceptable activities. For instance parents may lack the
necessary parental skills that are required to instill discipline on
their children. When some parents are faced extremely assertive
and goal-oriented child, those who lack firmness and sufficient
level of discipline strategies may oscillate between yielding to a
child’s unreasonable demands and demanding compliance.
Peers and community members play a major role in
encouraging students’ deviant behaviors. For instance, students
who associate with large networks of antisocial friends,
neighbors and acquaintances are most likely to develop deviant
behaviors over time. Approximately half of the American
teenage population do not have enough productive activities to
participate in after school. As a consequence, they run the risk
of falling prey to gang groups, drugs, violence, sex, and other
activities that have the potential to limit their intellectual and
professional development during adulthood (Pauwels &
Svensson, 2015). These problems are further compounded by
the paucity in policies that encourage students to engage in
productive activities after schooling hours. Examples of these
activities may include participation in church, community
services, and minimized interactions with their deviant peers
and friends. Although students’ antisocial behaviors are
commonly manifested in school in terms of low performance,
bullying, and open defiance to instructions, determinants of
these behaviors in schooling environments have attracted less

4. research attention (Pauwels & Svensson, 2015). However, some
of the most widely mentioned causes of deviant behavior in
learning environments are related to setting events, which are
sequence of events that may take place within the same setting
and closely precede the deviant behavior. These tendencies
include noisemaking in class, and school ground events.
Deviant behaviors in school have far-reaching
consequences that go beyond low academic achievements in
school to include depression, anxiety, and bullying. Lack of
sufficient policies to address student delinquency can increase
cases of bullying in school (Shetgiri, 2013). Bullying includes
direct and indirect forms of aggression. Physical and verbal
aggressions are direct forms of bullying, which are comprised
of open expression of authority and dominance over the victim.
Physical aggression may take the form of infliction of physical
harm on the victims, such as hitting, pushing, chocking, and
dispossessing victims of their property (Shetgiri, 2013). On the
other hand, verbal bullying may include verbal harassment and
intimidation in terms of name calling, sending threat messages,
and hurling insults to the victims. When these deviant behaviors
are not addressed, students’ level of depression may increase,
thereby resulting in high rates of school dropouts and low
academic performance. The No Child Left Behind policy was
passed and implemented with the purpose of promoting access
to educational cross different student groups, ranging from
high- to low-income learners. However, deviant behaviors are
some of the factors that deter the full realization of the benefits
of these policies since student deviant behaviors increase
dropout rates. In light of the above, American schools should
develop policies, procedures and guidelines that are effective in
reducing unruly behavior of students.
SLP 3- Policy Alternatives
Alternative 1: Introducing Honor Codes and Classroom Justice
Introducing honor code and classroom justice systems has
the potential to reduce deviant behavior in schools. Honor codes
are sets of rules and regulations through which students are

5. governed (Kura, Shamsudin & Chauhan, 2014). Numerous
studies have suggested that the perception of formal control
reduces students’ predispositions to engage ion deviant
behaviors. In the same way, classroom justice helps to reduce
deviant and aggressive behaviors in school (Kura, Shamsudin &
Chauhan, 2014). Classroom justice can be defined as the
perception of fairness regarding the outcomes or processes that
take place in the instructional contexts. In particular, increasing
the perception of fairness in the manner in which disciplinary
policies and procedures that are affected across all student
groups, races, and socioeconomic status, helps to minimize
deviant behavior
Alternative 2: Embracing Psychosocial models of Prevention
Policymakers should encourage schools to collaborate with
parents to prevent and manage deviant behaviors. The
psychosocial model is premised on the cluster theory, which
places emphasis on preventing deviant behaviors in multiple
contexts. According to this theory, deviant attitudes have a
psychosocial origin, which is a product of the interaction of
psychological, social, and cultural characteristics (Oetting,
2010). Furthermore, the theory asserts that adolescence is the
crucial time in evolution and development of deviant behaviors,
Therefore, policymakers should focus on youths. In addition,
since deviant behaviors are outcomes of socialization, learning
norms through social interactions, then the primary forces in
students’ lives should be comprised of the family, the school,
community members, and their peers (Oetting, 2010). This
multidimensional and collaborative approach to prevention of
deviant behavior can be effective.
Alternative 3: Moral Literacy and Emotional Learning
Students should undergo moral literacy programs in order
to minimize deviant or aggressive behaviors in school. Moral
literacy programs should incorporate emotional intelligence
learning (Knowler, & Frederickson, 2013). For instance,
policies should be enacted that requires all students to learn
moral concepts such as sensitivity to ethics, ethical reasoning

6. skills, and moral imagination. These programs should encourage
emotional intelligence, which promote sensitivity to other
people’s levels of emotions.
References
Coll, K., Niles, S. G., Coll, K. F., Ruch, C. P., & Stewart, R. A.
(2018). Education deans: challenges and
stress. Journal of Organizational and Educational
Leadership, 4(1), 2-16.
Dariotis, J. K., Cluxton-Keller, F., Mirabal-Beltran, R., Gould,
L. F., Greenberg, M. T., & Mendelson, T. (2016). “The
program affects me’cause it gives away stress”: urban
students’ qualitative perspectives on stress and a school-
based mindful yoga Intervention. Explore, 12(6), 443-450.
Knowler, C., & Frederickson, N. (2013). Effects of an
emotional literacy intervention for
students identified with bullying behaviour. Educational
psychology, 33(7), 862-883.
Kremer, K. P., Flower, A., Huang, J., & Vaughn, M. G. (2016).
Behavior problems and
children's academic achievement: A test of growth-curve models
with gender and racial
differences. Children and youth services review, 67, 95-104.
Kura, K. M., Shamsudin, F., & Chauhan, A. (2014). Effects of
honor codes and classroom justice
on students’ deviant behavior. Procedia-Social and Behavioral
Sciences, 112, 77-86.
Oetting, E. R. (2010). Planning programs for prevention of
deviant behavior: A psychosocial
model. Drugs & Society, 6(3-4), 313-344.
Pauwels, L. J., & Svensson, R. (2015). Schools and child
antisocial behavior: in search for
mediator effects of school-level disadvantage. SAGE

7. Open, 5(2), 2158244015592936.
Shetgiri, R. (2013). Bullying and victimization among
children. Advances in pediatrics, 60(1),
33.
Module 4 - SLP
Campus and Student Safety
The goal of the Session Long Project (SLP) is to develop a
policy brief. You will conduct your own research to develop a
policy brief that impacts the field of education and compose a
specific section of the policy brief for each SLP assignment.
This assignment will require a significant amount of time
dedicated to locating references and research related to the topic
of the policy brief. The components are outlined below:
SLP 1: Title and Executive Summary
SLP 2: Context of Scope of Problem
SLP 3: Policy Alternatives
SLP 4: Policy Recommendations
SLP 5: Reflection
You may find online resources about how to write a policy brief
that encourages a shorter page length or different format. The
assignment for this course is intended to enhance your ability to
conduct research and propose a policy action and you will be
asked to write a longer brief (4 pages total excluding the
reference page).
Sample policy briefs can be viewed here on the National
Education Policy Center at
https://nepc.colorado.edu/publications/policy-briefs
Incorporate any feedback from your instructor on SLP 3 and
compose a 4-page paper the included the following components
of the policy brief:
· Title: A strong title that communicates the contents of the
brief.
· Executive Summary: Include an overview of the problem,

8. identify the audience for your policy, who will benefit from a
policy change, and the initial proposed policy action (1 page)
· Context or Scope of Problem: This section communicates the
importance of the problem and aims to convince the reader of
the necessity of policy action (1 page)
· Policy Alternatives: This section discusses the current policy
approach and explains proposed options. It should be fair,
accurate, and supported by research. Your goal is to convince
the reader why the policy action proposed in the brief is the
most desirable (1 page)
· Policy Recommendations: This section contains the most
detailed explanation of the concrete steps to be taken to address
the policy issue (1 page)
· Reference List: These should be reliable sources that you have
used throughout your brief to guide your policy discussion and
recommendations.
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all
key elements of the assignment in a substantive way.
Critical thinking/Application to professional
practice: Demonstrates mastery conceptualizing the problem and
viewpoints. Assumptions of experts are analyzed, synthesized,
and evaluated thoroughly. Conclusions are logically presented
and applied to professional practice.
Scholarly writing: Demonstrates mastery and proficiency in
scholarly written communication to an appropriately specialized
audience.
Quality of references and organization: Demonstrates mastery
using relevant and quality sources and uses appropriate,
relevant, and compelling content to support ideas, and convey
understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or
sources and properly uses APA format including a full reference
list.

9. Timeliness/Professionalism: Demonstrates excellence in taking
responsibility for learning, adhering to the course requirement
policies and expectations. Assignment submitted on time or
collaborated with professor for an approved extension on due
date.
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