Problematic behaviors and classroom management. Teachers' representations

The current school system faces numerous challenges, including a growing difficulty among teaching staff in effectively educating and engaging new generations. Research highlights how many students struggle to acknowledge the school’s educational and formative role. These challenges often manifest as delays, dropout, or school interruption, as well as in overt expressions of discomfort, ranging from aggressive behaviors to a broader and more hidden sense of juvenile malaise. Within this evolving context, it is crucial to examine how teachers’ perceptions and representations shape their approaches to managing student behavior deemed inappropriate. To investigate this issue, an exploratory survey was conducted to understand the implicit constructs that influence teachers’ thinking and, consequently, their daily practices in interpreting and addressing inappropriate behaviors among students across various school levels