Description

The classrooms of the twenty-first century are packed with students who have diverse abilities, dispositions, and interests. According to the developmental theories, no two children are identical. Due to the fact that each child is unique, we cannot anticipate identical conduct and outcomes from all children. Some children are extremely social and genuine, while others are hyperactive and mischievous. In a similar manner, classroom social privileges are not granted to children who are irreverent and uncommitted to academics. Meanwhile, their peers and teachers always perceive them to be non-disadvantaged. This type of treatment by parents and instructors increases the risk of mental health issues in children, and social exclusion leads to a variety of behavioural issues, including aggression, anxiety, hyperactivity, carelessness, and impulsivity, among others. The prevalence of aggressive behaviour in minors has increased in recent years. There are many external and internal factors that contribute to this, including the behaviour of parents and instructors, the home and school environment, and individual characteristics. Child aggression is one of the most prevalent problems in schools. In general, aggression is defined as a behaviour that results in the injuring or harming of others. Children who engage in direct aggression typically demonstrate it through physical means, such as striking, kicking, punching, biting, etc. Exclusions, social isolation, disseminating rumours, revealing others' secrets, etc. are examples of indirect aggression. Verbal aggression is manifested through the use of foul language, insults, threats, and the like (Murlidhar & Shastri, 2016).

According to Moeller (2001), early warning signs of potential future aggressive behaviour include social withdrawal, extensive feelings of isolation and loneliness, excessive feelings of rejection, etc. However, in terms of individual characteristics, Salvin (1994) asserts that a difficult temperament is one of the most likely contributing factors to aggression in this context.