Eureka! Institutional Repository

Education occupies one of the most basic goals of each state and serves the creation of a common identity for all its citizens. Students are taught, inside the classroom, standards of behavior, and are called ηo follow the rules of the school. Despite that, there is often the danger νf disruptive behavior emerging which is connected to situations that can become harmful for the child or for the quality of teaching. This study, combining the method of bibliography review and qualitative research, aims to discover how secondary education professors deal with disruptive behaviours. The research sample comes, for its theoretical part, from trustworthy bibliographical sources such as scholar documents and scientific journals and for its practical side consists of twenty (20) teachers of secondary education that currently teach in public schools. The basic conclusion drawn is that there are certain situations that can relate to the tendency of emerging disruptive behaviours, but it would be wrong to speak of an absolute connection between disruptive behaviours and delinquency. Furthermore, it is concluded that even if there is the required will for support of the students from the teachers, the latter are not given direct instructions and clear directions by their administration. Therefore, there are huge gaps in the state mechanism and there is no special training given to the teachers so that they can handle the issues arising inside the school classroom.