Study of Behavioural Problems of Secondary Schools Students

Abstract

This study investigates behavioural problems among secondary school students in Ahmedabad within the broader context of rapid social and technological change in the 21st century, where children are central to educational and developmental inquiry and are recognized as future citizens whose well-being and adjustment influence national progress. Adolescence presents a developmental paradox in which physical maturity often outpaces cognitive stability, emotional regulation, and adaptability, leading to distinctive behavioural challenges that merit systematic examination. Using a descriptive survey design and random sampling, the research selected 1,832 students from 32 secondary schools to ensure broad representativeness. Gender, school type, and academic standards served as key comparative dimensions to analyze variations in behavioural issues across subgroups. Data were collected using a researcher-developed behaviour problem instrument tailored to the context and age group, and analyzed through descriptive statistics, specifically percentages and weighted means, to summarize prevalence, patterns, and relative intensities. The study is delimited to secondary schools in Ahmedabad and, given its descriptive design and custom instrument, does not infer causality. Findings are intended to provide actionable evidence for educators, counselors, and policymakers to inform targeted, context-sensitive prevention and intervention strategies, guide student support services, and shape teacher training focused on adolescent behavioural health.

This study investigates behavioural problems among secondary school students in Ahmedabad within the broader context of rapid social and technological change in the 21st century, where children are central to educational and developmental inquiry and are recognized as future citizens whose well-being and adjustment influence national progress. Adolescence presents a developmental paradox in which physical maturity often outpaces cognitive stability, emotional regulation, and adaptability, leading to distinctive behavioural challenges that merit systematic examination. Using a descriptive survey design and random sampling, the research selected 1,832 students from 32 secondary schools to ensure broad representativeness. Gender, school type, and academic standards served as key comparative dimensions to analyze variations in behavioural issues across subgroups. Data were collected using a researcher-developed behaviour problem instrument tailored to the context and age group, and analyzed through descriptive statistics, specifically percentages and weighted means, to summarize prevalence, patterns, and relative intensities. The study is delimited to secondary schools in Ahmedabad and, given its descriptive design and custom instrument, does not infer causality. Findings are intended to provide actionable evidence for educators, counselors, and policymakers to inform targeted, context-sensitive prevention and intervention strategies, guide student support services, and shape teacher training focused on adolescent behavioural health.