Primary Schools students' misbehaviors: Types, Causes, and Intervention strategies in Injibara Town

Abstract This study examined the types, causes, and intervention strategies of students’ misbehaviors in primary schools in Injibara Town. A convergent parallel mixed-method design was employed. Participants included 8 principals, 40 teachers, and 319 Grade 7–8 students selected through purposive and stratified sampling techniques, respectively. Data were collected through questionnaires, interviews, observations, and document analysis, and analyzed using descriptive statistics and thematic analysis. The findings indicate that common misbehaviors include lateness, absenteeism, failure to complete assignments, cheating, disrespect toward teachers, and classroom disruption. The causes are multifaceted, with key factors including limited parental support, peer influence, low student motivation, and poor school conditions. While teachers emphasized parent-related factors, students highlighted school-related influences. Intervention strategies focused on preventive and relationship-based approaches, particularly student ownership, improved teacher–student relationships, and proactive measures. The study concludes that student misbehavior is shaped by interconnected socio-ecological factors and recommends collaborative, preventive, and student-centered interventions. Further research involving parents is suggested. Key words: misbehaviors, types, causes, intervention strategies, primary schools, students