In the absence of intervention, aggressive elementary children are likely to continue along deviant developmental pathways. These are the children that are changing the face of the Lutheran classroom. They are moved from school to school, are frustrating their parents to the point that they are ready to abandon all of their responsibilities to the school system, and are sometimes already presenting problems for law-enforcement agencies.

Early disruptive, and controlling behavior leads to peer rejection and reduced opportunities to learn and to practice pro-social skills. This is the difficult part for teachers. Are we talking about misbehavior that simply needs discipline, or are we talking about something different?

The history of the interaction between these students and that of their teachers has been difficult for both parties. Because of a lack of understanding about the underlying causes of this behavior, the child often experiences a lack of warmth and acceptance, and a lack of understanding on the part of the teacher of “how destructive his or her reactions might be”. In fairness, teachers can’t shoulder responsibility for all social problems, but with some additional support and continued education, a Christian teacher can meet this challenge.

Researchers have identified the factors that interrupt this continuing antisocial behavior. Supportive relationships with parents, effective parenting, discipline and monitoring practices, supportive relationships with teachers, academic achievement, friendship with pro-social peers, safe neighborhoods, and schools that have effective discipline practices and high expectations reduce the risk for further escalation of these antisocial behaviors.

Despite the seriousness of childhood aggression, few services are available to aggressive children and their families because they often fall outside the care of the current system’s responsibility for the well-being of children. Sometimes law-enforcement is called upon and they can only deliver the child to a temporary situation. It is thought that the school system plays a significant part in this process, but that is true only to the extent that we are able to provide information to social service agencies. Often this agency is hampered because of the status of the parents either with mental health issues themselves or the fear of the intervention of the criminal justice system.

From the educational system, children are typically recognized by a school system as socially maladjusted, which is not considered a handicapping condition under the Individual with Disabilities Education Act.

Many can personally testify to the frustrations of all who have attempted to place a child who is considered out of control and aggressive. This has even happened to a child that has been diagnosed as “special needs”.

It is probably fair to say, that the teaching ministry looks very different than it did when you first became a teacher. The mission is difficult, but God has promised never to give us more difficulties than we are able to handle. Why are you in the situation that you find yourself ? Why is it so hard? Wouldn’t it be easier to be somewhere else? Could be! Another way of looking at it might be that it is time to re-commit yourself to the mission that God gave you. It is a challenge with ultimate human meaning. More than ever before, we are all being asked to reach out, to care, to commit ourselves so that we are the variable that just might change the life of a child and the impact that life has on his loved ones. God bless you and the teaching ministry of Jesus Christ.