Sources of student anger in schools

Abstract

This study examined student anger. The students from grades eight through ten were asked, in focus groups, to identify what, in schools, made them respond with anger and how students responded to this anger. Common sources of anger related to styles of teaching and means of evaluation used in classrooms. These were related to the power relationships which existed between students and teachers. These relationships appeared to be an aspect of a sense of inequity between the students and teachers. The responses of the students indicated that their frustration could be lessened if teachers focused more on the progress of all students during lesson delivery and provided activities suited to a wide variety of academic abilities. These students wanted consistent and concise feedback and explanations of marking criteria. Other concerns to students were the need for students' rights to individuality, trust (not based on status), and improved communications between teachers and students. Students felt that equity between students and teachers could be enhanced by fairer treatment to students of all ages, balanced workloads (both in class and between different classes), and attention to diversity. Students' responses to anger included feelings of unworthiness which resulted in the reduction of effort in school work, or "acting out" in class.