I think that students' behavior is affected by the way the teacher treats them, the way he talks to them, and his reactions to the wrong student.

In my view, addressing student behaviour requires a holistic, research-informed strategy. Faculty should collaborate with support services, employ proactive and inclusive pedagogical methods, and cultivate an environment that balances empathetic care with consistent accountability. By doing so, institutions can mitigate the impact of disruptive or distressing behaviours and foster their students' academic and personal growth.

Concerning student behaviour constitutes a multifaceted challenge in higher education, requiring a comprehensive and evidence-based response from faculty, administration, and support services. Below, I present an overview of key considerations and potential interventions grounded in theoretical and empirical literature:

1. Identifying Underlying Causes

Concerning behaviours—such as chronic absenteeism, disruptive conduct, academic dishonesty, or signs of mental health distress—are often symptoms rather than root causes. Contemporary research suggests that financial pressures, lack of social support, and personal crises can significantly influence student behaviour (Kahu & Nelson, 2018). By recognizing these contextual factors, faculty can more effectively respond and refer students to the appropriate campus resources.

2. Importance of Early Detection and Intervention

Early recognition is critical to mitigating the escalation of problematic behaviours. Proactive measures like formative assessments and regular check-ins allow educators to gauge academic performance and well-being. For instance, brief self-report questionnaires on stress levels or study habits at the beginning of the semester can help detect potential issues and guide timely interventions (Reavley & Jorm, 2010).

3. The Role of Institutional Policies and Support Services

Many universities maintain institutional policies and support systems designed to address mental health, learning disabilities, and behavioural concerns. Encouraging students to engage with counselling centres, academic advisors, or learning specialists can be instrumental in reducing disruptive behaviours and promoting constructive outcomes. Universities that have adopted integrated care models—combining mental health services with academic advising—often report lower rates of concerning behaviour (Hunt & Eisenberg, 2010).

4. Pedagogical Strategies and Classroom Management

Effective classroom management hinges on establishing clear expectations, a supportive learning environment, and consistent consequences for misconduct. Strategies may include:

• Explicit Guidelines: Provide transparent information on course policies (e.g., attendance requirements and plagiarism rules) to create a predictable environment.

• Inclusive Teaching Methods: Implementing collaborative activities, case studies, and active learning approaches fosters a sense of belonging and reduces disengagement (Freeman et al., 2014).

• Constructive Feedback: Offering specific, timely, and actionable feedback can address academic and behavioural shortcomings before they become chronic.

5. Developing a Culture of Care and Accountability

A supportive culture does not imply leniency; instead, it balances empathy with firm boundaries. From a humanistic standpoint (Rogers, 1961), validating a student's context while maintaining high academic standards can nurture resilience and responsibility. Moreover, reflecting upon one's pedagogical approach—incorporating elements of culturally responsive teaching, for instance—ensures that interventions account for diverse backgrounds and experiences (Ladson-Billings, 1995).

6. Collaborative and Multidisciplinary Approaches

Concerning behaviour is rarely resolved through isolated interventions. Collaboration among faculty, student affairs, academic advisors, and mental health professionals is pivotal. This might entail establishing a behaviour intervention team (BIT) that reviews referrals, coordinates support, and monitors students displaying risk factors (Van Brunt & Lewis, 2014). Such teams can also track trends, develop prevention programs, and refine policy to address evolving student needs.

7. Continuous Professional Development

Ongoing training for faculty in mental health literacy, crisis management, and conflict resolution is essential. Workshops on trauma-informed teaching, motivational interviewing techniques, and nonviolent communication can equip educators with the tools to de-escalate conflicts and support students effectively (Davidson et al., 2016).

Hello. It is a bit difficult to answer this question. Because student behavior depends on various factors and must be addressed from various angles. But what can be summarized is that a student's behavior is a reflection of the family, social environment, and especially the educational environment (teacher, content, educational space, etc.) in which he lives.

I am supporting the students on their health and wellness

سلوك الطالب مهم جداً في العملية التعليمية لأنه يعكس شخصيته فالهدف الرئيس من عملية التدريس هو إحداث تغيير في سلوك المتعلم