Disruptive Behavior

Faculty and Staff may encounter students who exhibit challenging behaviors that can create interpersonal difficulties in the classroom. It's important to approach these situations with empathy, understanding, and a proactive mindset. Students may arrive in class with a sense of entitlement, a resistance to listen, or refusal to accept "no" for an answer. They may show disdain or exhibit verbal abuse against others, or act in an unreasonable manner. Many circumstances can influence these behaviors, and disruptive behavior can take various forms.

Faculty and staff play a pivotal role in maintaining a positive learning environment that benefits all students. Disruptive behavior not only hampers individual learning experiences but can also have far-reaching consequences that extend beyond the immediate classroom setting. When left unaddressed, disruptive behavior can hinder open discussions, diminish engagement, and disrupt the sense of community that fosters intellectual growth. Such behaviors can inhibit students' willingness to participate, stifle creative exchanges, and dampen the overall enthusiasm for learning. As educators and university staff, it is our responsibility to ensure that all students have the opportunity to thrive in an environment that encourages respectful dialogue and collaborative learning. By proactively addressing disruptive behavior, we actively contribute to an inclusive and supportive educational atmosphere that empowers students to achieve their full potential.

Examples of Disruptive Behavior

One

Talking out of turn: Students consistently interrupt the teacher or classmates by speaking without permission, disrupting the flow of instruction or discussions.

Two

Excessive noise and disruption: Students engage in loud conversations, use electronic devices without permission, or make unnecessary noise, making it difficult for others to concentrate or hear the teacher.

Three

Inattentiveness: Students consistently show a lack of focus or engagement, such as daydreaming, doodling, or using electronic devices unrelated to the class material.

Four

Disrespectful or disruptive language: Students use offensive or disrespectful language towards the teacher or classmates, engage in name-calling, or make derogatory comments that create a hostile classroom environment.

Five

Noncompliance with instructions: Students consistently fail to follow instructions or complete assigned tasks, often disrupting the flow of the class or requiring additional time and attention from the teacher.

Six

Physical aggression: Students engage in physical altercations, fights, or aggressive behavior towards classmates or the teacher, posing a threat to the safety and well-being of others.

Seven

Defiance or challenging authority: Students consistently challenge the teacher's authority, refuse to comply with requests or directives, or engage in power struggles.

Eight

Disruptive use of electronic devices: Students use electronic devices for non-academic purposes during class, such as texting, browsing social media, or playing games, which distracts them and others from the learning environment.

Nine

Chronic tardiness or leaving early: Students consistently arrive late to class or leave before the class ends, disrupting the continuity of instruction and distracting other students.

Ten

Off-task behavior: Students consistently engage in activities unrelated to the class, such as socializing, using personal electronic devices, or completing assignments from other classes, thus detracting from their own learning and that of their peers.

Center for Support and Intervention

The Center for Support and Intervention encourages referrals from Faculty and Staff when identifiable behaviors of concern are being exhibited by a student. Know what behaviors to look out for in the classroom when looking at disruptive or distressing behavior.

Report a Concern or Get a Student Help

Academic Ombud

The Academic Ombud provides space for students and faculty to receive advice and guidance regarding any academic issues.

Academic Ombud Services

Level of Concern and Action Steps

Recognizing the level of disruption in a classroom setting is a crucial step in effectively addressing disruptive behavior. By identifying the severity of the issue, faculty and staff can determine the appropriate course of action to restore a productive learning environment. However, it's important to emphasize that individuals are not expected to respond to or manage these situations alone.

Disruptive behaviors can range from minor distractions to more serious disruptions that impact the entire class. Identifying the level of disruption allows faculty and staff to tailor their response accordingly. For instance, minor disruptions might warrant a private conversation with the student to address the issue, while more severe disruptions may necessitate involving higher-level administrators or support services.

While addressing disruptive behavior is important, it's equally vital to recognize that managing these situations should not rest solely on the shoulders of individual faculty or staff members. The university community is built on collaboration and a network of support. Faculty and staff should feel empowered to seek assistance from colleagues, department heads, or dedicated campus offices specifically equipped to handle behavioral concerns. This approach ensures that disruptive behavior is dealt with comprehensively, considering the well-being of both the students involved and the overall learning environment.

Remember, by reaching out for assistance when needed, faculty and staff can tap into the collective resources available within the university to address disruptive behavior effectively and in a manner that promotes a positive and conducive atmosphere for everyone involved.

Lower Concern

The first level, which is the least serious, encompasses any situation that can be handled informally between you and the student, leading to a prompt resolution (i.e., disrespectful tone, inappropriate language, inappropriate use of electronics, etc.).

Action Steps:

Private Conversation: When possible, address the behavior privately. Request the student to stay after class.
Respectful Communication: Politely explain the observed behavior, why it's inappropriate, and how it impacts the learning environment.

Provide Guidance: Outline the desired behavior and its importance. Offer solutions, such as setting up time during office hours for further discussion.
Support Resources: If needed, direct the student to appropriate support resources.

Moderate Concern

The second level involves an ongoing problem or a more serious incident in the classroom (i.e., challenge to authority, verbal confrontation, persistent refusal to adhere to classroom policies, etc.).

Action Steps:

Clear Directive: If the behavior continues, ask the student to cease or leave the class immediately.
Firm Communication: Be direct, respectful, and clear about the behavior's impact on the learning environment.
Further Steps: If refusal to stop or leave occurs, inform the student that it's in the class's best interest for them to exit. If necessary, contact campus security.
Follow-up Meeting: Arrange a meeting with the student outside of class time to discuss their return, including a success plan and expectations for future behavior.

Heightened Concern

The third, and most serious level is reached when there is immediate danger of some kind (i.e., threats of violence) or persistent disruptive behavior despite prior intervention (i.e., violating an established behavioral agreement).

Action Steps:

Immediate Danger: If a situation is dangerous or threatening, call UKPD for emergency assistance and follow appropriate emergency protocols.
Documentation: Communicate the situation and your concerns to the Dean of Student as soon as safely possible so that University resources and protocols can be engaged in support you and your student through the challenging situation.
- Report a Concern or Get a Student Help

Involve Department and College Leaders: seeking advice from departmental leaders and utilizing the expertise of other faculty and staff resources to garner support when dealing with these situations or their aftereffects.
Support Services: Consider involving various support services to address the issue both within your class and for the well-being of the student involved.

Immediate Risk

*Contact UKPD immediately anytime a behavior indicates an imminent safety risk to the individual or the community.

**Contact UKPD immediately if you have a concern that the student is so impaired that they will be a harm to themselves or others if they walk or drive home.

UK Police Department

Professional Standards and Guidelines

The University of Kentucky encompasses a range of programs, each with their own distinct professional standards. In many professional programs (i.e. health college programs, law, etc.) specific guidelines are paramount to maintaining ethical and professional excellence. If a student presents disruptive behavior, these unique standards might play a crucial role in addressing the situation in addition to any other accountability through the Code of Student Conduct.