This qualitative study examines the parental and school management practices of external behavioral problems of elementary school students, the ways students experience them and react to them, as well as their effectiveness according to the perception of parents, teachers and students.
This case study took place in three elementary schools in a suburban area in Heraklion Prefecture of Crete. A total of 36 semi-structured interviews conducted to students with external behavioral problems by the D, E and F grades, also to their parents and their teachers. The content analysis of the interviews revealed the following dominant findings: 1) prevail the negative parental and school management practices of external behavioral problems of students (e.g. raising the tone of voice, punishments, physical aggression) according to the reports of students, 2) effective parental and school practices associate, according to the perception of three sides, with positive mainly ways of students approach (e.g. discussion, encouragement, humor), while ineffective practices exclusively associate with negative ways of students approach (e.g. raising the tone of voice, punishment, reprehension). Study results highlight the impact of parental and teacher management practices of external behavioral problems of students in strengthening or weakening them. These findings can be used in designing and implementing interventions to promote mental resilience of students and prevent the development of their external behavioral problems within elementary school context.
Key-Words: elementary school, external behavioral problems of students, parental-school management practices, prevention interventions.