The Role of Classroom Management for Academic Standings: A Framework for General Education Elementary Students

Abstract

Abstract

This study covers many topics on classroom management for general education for primary grade level students and their correlation with academic standings. These topics include regulating emotional stability, building relationships, enforcing structure, regaining classroom time back to academics, minimizing confusion, staying consistent, allowing time for tiered instruction, and meeting the psychological needs of students to improve academic standings for students. In this study, we will take a deeper look at how behavior management affects students' learning and achievement. This paper highlights the correlation between classroom behavior management being enforced and how it can regain the focus back to learning. When students are not behaving appropriately, it is nearly impossible for them to be engaged in classroom content. This issue has arisen in classrooms across the nation over the past several years. Educators have made accommodations where they see fit, but all findings circle back around to behaviors. Home life, society norms, and technology all have an influence on the youth and how they choose to interact at school. It has been left up to educators to reinforce and correct any and all inappropriate behaviors. All educators need to form a plan that better equips them when these occurrences arise, because as times continue to change, these behaviors may only worsen. Students need to be reminded of their goals for learning and build a trusted and respected relationship with authority once again. When educators make a behavior management plan a priority in the classroom, students will display more engagement and attentiveness to the content being taught to them. This research helps educators identify where issues may lie and helps them build stronger connections to make reinforcements to the behaviors. This is all for the goal of helping students reach their full academic potential.

Year Manuscript Completed

Spring 2026

Senior Project Advisor

Heather Roy

Degree Awarded

Bachelor of Integrated Studies Degree

Field of Study

Educational Studies

Document Type

Thesis

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