Teachers Struggle with Worsening Behavior Issues in Elementary Classrooms

Educators report increase in disruptive, physical, and defiant behavior among young students, especially those impacted by the pandemic

Published on Feb. 18, 2026

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Elementary teachers across the country say they are seeing a rise in severe behavior problems in their classrooms, with students exhibiting more disruptive, physical, and defiant behavior. Experts attribute this trend to the long-lasting impacts of the COVID-19 pandemic, which disrupted young children's social-emotional development and routines. Schools are divided on how to address the issue, with some embracing positive behavior approaches and others pushing for more disciplinary measures.

Why it matters

The increase in behavior issues is a major challenge for teachers, who say they feel undertrained and overwhelmed trying to manage their classrooms. This problem has wider implications for students' learning and development, as well as the overall school climate. Addressing these behavior problems effectively is crucial for supporting students' social-emotional growth and academic success.

The details

Teachers report students are more disruptive during lessons, lashing out physically, being more defiant, wandering around the classroom, and interrupting. Experts say the pandemic disrupted young children's social-emotional development, with 'pandemic babies' now entering school behind in key skills. Schools are divided on solutions, with some embracing positive behavior approaches and others pushing for more discipline.

  • In May 2022, 51% of elementary schools said educators wanted more training on classroom management.
  • In 2025, 76% of elementary school leaders said the pandemic has continued to negatively affect student behavior.

The players

Andrea Quinn

A veteran teacher at Lead Elementary School in San Mateo, California.

Wendy Reinke

Co-director of the Missouri Prevention Science Institute and a professor of school psychology at the University of Missouri.

Tahnaira Clark

A kindergarten teacher in New Jersey.

Cristina Lignore

A kindergarten teacher in New York City.

Challa Flemming

The assistant dean of clinical experience at the Relay Graduate School of Education.

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What they’re saying

“They're just so much more physical. We're struggling with kids being able to talk to each other and talk to adults in a respectful manner. It's a lack of understanding how to interact with others.”

— Andrea Quinn, Veteran teacher (San Mateo Times)

“A lot of things have changed since the pandemic. Those years really disrupted a lot of children's social-emotional development and routines ... I think teachers are seeing that and feel undertrained.”

— Wendy Reinke, Co-director, Missouri Prevention Science Institute (San Mateo Times)

“Getting them to sit on the carpet for a long book can be challenging.”

— Tahnaira Clark, Kindergarten teacher (San Mateo Times)

“There's a lot of interruptions. And a lot of times when I have to pause and address behaviors over and over again, that can interfere with students who are 100% ready to learn.”

— Cristina Lignore, Kindergarten teacher (San Mateo Times)

“Behavior has meaning. If we can reposition ourselves to be curious about why students are doing what they're doing, and help them move through that, then we can end up in a much stronger place in terms of classroom culture.”

— Challa Flemming, Assistant dean, Relay Graduate School of Education (San Mateo Times)

What’s next

Schools across the country are experimenting with different approaches to address the rise in behavior issues, including implementing schoolwide positive behavior systems, restorative practices, and increasing disciplinary measures. Educators and experts will continue to monitor the effectiveness of these strategies in supporting students' social-emotional development and creating more positive classroom environments.

The takeaway

The surge in disruptive behaviors in elementary classrooms, particularly among students impacted by the pandemic, highlights the critical need for schools to prioritize social-emotional learning and provide teachers with more training and support in effective classroom management. Addressing the root causes of these behavior problems, rather than solely relying on punitive measures, will be key to fostering the positive school climates necessary for student success.