The role of ICTs in student’s emotional and behavioral difficulties

Abstract

In the classroom, teachers deal with a wide range of emotional and behavioral issues/disorders on a regular basis. Problematic conduct in school is a means for students to respond to events that happen in the classroom and to teachers' attitudes since behavior is perceived by subjective and social elements. This demonstrates the students' desire to have a deeper relationship with the teacher. The teacher is expected to help students improve their academic abilities and manage their emotions by coming up with answers in these trying adjustment circumstances. This article conducts a literature review on the management of emotional and behavioral difficulties/disorders in the classroom, the management of these by the teacher to prevent them, the impact of teachers' attitudes on students' behavior and academic achievement, the implementation of appropriate intervention programs, and the role of ICTs in controlling these difficulties/disorders.

Advancing ADHD education: autonomy, technology, and inclusive strategies

“…In educational settings, students with ADHD often face challenges that extend beyond academic difficulties, including problems with social integration and maintaining positive peer relationships [2,22]. The transition from child to adult health services for young people with ADHD is a critical period that highlights the need for a coordinated approach between education and healthcare services to ensure continuity of support [22].…”

“…ADHD, a prevalent neurodevelopmental condition, affects a substantial portion of the global school-age population, with estimates indicating a prevalence rate of approximately 7.6% among children aged 3 to 12 years [1]. This disorder is characterized by symptoms of inattention, hyperactivity, and impulsivity, which can substantially hinder academic achievement and social integration, necessitating an educational approach that transcends traditional pedagogical models [2]. The complexity of ADHD's impact on education demands innovative, inclusive strategies that cater to the unique needs of these students, highlighting the importance of autonomy and technology integration as pivotal elements in this educational paradigm shift.…”

Executive functions, self-regulation and social media for peace-based inclusive education

“…Creating a peaceful and inclusive atmosphere is paramount for students' academic, social, and emotional well-being in educational environments [1]. Educational settings strive to accommodate all students' diverse needs, desires, and values, but conflicts may arise due to differences in communication skills and individual perspectives [2].…”

“…In the educational context, teachers regularly encounter numerous cases of emotional and behavioral difficulties/disorders (EBDs) among their students. These challenges come in various forms and can make it challenging for students to adapt to the demands of school life [1]. The situation worsens when teachers react aggressively toward students with behavioral issues and resort to harsh disciplinary measures.…”

“…The situation worsens when teachers react aggressively toward students with behavioral issues and resort to harsh disciplinary measures. Such interactions can even disrupt the relationships between students and their peers, leading to feelings of rejection and marginalization [1]. Similarly, a prevalent trait in individuals with ASD is underdeveloped self-management skills, which manifest as challenges in presenting, controlling, and maintaining behaviors necessary for adhering to the class routine [8] Executive function encompasses a set of cognitive abilities that involve controlling attention, mental flexibility, goaldirected behavior, and the capacity to anticipate the outcomes of one's actions.…”