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Problem behaviours of students have emerged as a growing challenge for educators, policymakers, and school administrators all around the world in this age of educational reform.

The term ‘Problem Behaviour' refers to students' emotional and behavioural adjustment issues. Such issues not only limit kids' scholastic, personal, and social development, but they can also result in lifetime impairments in social and personal functioning (Rutter, 1996).

According to Bird, 10% to 20% of children in the industrialised world experience severe emotional and behavioural distress at any given moment, and the prevalence is about the same or higher among children in underdeveloped countries (Nikapota, 1991).

Rabbani and Hossain (1999) discovered that 13.4% of urban primary school students in Dhaka city suffer from emotional, behavioural, and abnormalities.

Morshed and Ahsan discovered that 21% of secondary level students in Bangladesh are either suffering from or at danger of developing any form of problem behaviour (Emotional symptoms, Conduct problems, Hyperactivity-inattention, and Peer difficulties) in a study of secondary level students.

Adolescence is characterised by fast physical, sexual, psychological, cognitive, and social development. Because adolescents' relationships with their parents deteriorate during this period, peers may play an important role in their mental development by teaching them social skills, controlling behaviour, sharing their feelings, and discussing their problems (Massen, 2009).

This coincides with global changes as well as technological processes, as well as new forms of cultural challenge, which pave the way for increasing the so-called generation gap, leading to conflicts between generations in which some values have become counter values due to a lack of a clear-cut definition, and some counter values have become values, leading to some behavioural deviations in this age group.

According to Ericsson, teenagers who know their “selves” in a short period of time are at danger of discovering additional roles being offered in an improper manner and taking numerous possibilities for granted (Ganji, 2004).

Adolescents tend to be independent and objective to their parents, and they question family values in order to demonstrate their maturity and individuality, as well as try to make and analyse their newly formed values, even if their chosen values are not the result of their logical decisions.

They select their ideals based on their inconsistencies and motivations. These decisions are sometimes made unconsciously. These are some of the primary causes contributing to the growing cultural-value gaps between teenagers and their parents.

This difference is sometimes so wide that it contradicts social values and norms and leads to behavioral-social disorders in this age group that community educational institutions may undertake some efforts to manage or eliminate this abnormality.

According to the definition, abnormally or deviation is a behaviour that not only causes destruction and breaks social norms, but also provokes negative feedback from others; thus, behaviours against social standards, criteria, and norms are considered abnormal and out of the ordinary (Ganji, and Hassanzadeh, 2009).

Furthermore, these issues may have an immediate impact on our lives or may have an indirect negative impact by increasing public service costs or causing anxiety in individuals.

A student who leaves school, for example, not only jeopardises his future career, but also jeopardises his social health and public service costs (Ganji, and Hassanzadeh, 2009), as a result of which the socialisation process is disrupted, emotional-social hurt, and behavioural disorder and behavioural deviation, i.e. behavioral-social disorders, develop in adolescents. Behavioral

-Social disorders are widespread crippling conditions that collapse persons and prevent them from succeeding, as well as cause a lot of problems and a high rate of social dilemmas in families, school authorities, and societies. The pathology of these illnesses in adolescence, as a more difficult stage than childhood, has piqued the interest of professionals and authorities.

Pathology is the study of a group of harms and behavioural illnesses that affect teenagers' personalities as a result of their development, divergence from standards, and committing deviant acts in the community.

Many significant changes occur during this period, with psychological changes being among the most significant. Adolescents acquire a predisposition towards peers during the socialisation process during this era. Adolescents in this period of life require more emotional, financial, and personal freedom, as well as approval from a specialised group known as peers (Akbari, 2002).

Adolescents must find a life philosophy and their identities during this time. Unfortunately, most teenagers nowadays cannot master their developmental tasks successfully or with difficulty; as a result, there is a high percentage of delinquency among adolescents.

As a result, the focus of this study is on the consequences of behavioural disorders on academic performance (A Case Study of Katsina University).


In recent years, growing data has revealed that this population has poor academic achievements. children with behaviour disorders, for example, have poorer grade point averages, are less likely to pass classes, and have greater rates of school dropout than typical children and students with other high incidence disabilities (Wagner and Cameto 2004).

It should be noted that “problem behaviours” are “individual behaviours that can make it difficult for him to learn in the classroom, cause harm to him or others, and isolate him or her from his or her peers” (Problem Behaviours in the Classroom: What They Mean and How to Help, 2002).

The current study looks at four aspects of troublesome behaviour. They are as follows: Emotional Symptom (for example, a headache or stomach pain that has no medical reason;

depression or a general pervasive bad mood, etc.), Hyperactivity-Inattention (e.g. lack of concentration, impulsivity, etc.), Conduct Issues (e.g. Bullying, Truancy, Lying, Stealing, Arguing, etc.), and Peer Relationship Issues (e.g. peer rejection, peer envy, etc.).

Students with emotional and behavioural disorders (EBD) frequently engage in behaviours (e.g., verbal and physical aggression; social skill acquisition and performance deficits) that negatively impact their ability to negotiate peer and adult relationships as well as their educational experience (Cullinan and Sabornie 2004; Gresham et al. 2004; Landrum et al. 2003; Walker et al. 1992; Walker et al. 2004).

School becomes a challenging task when kids are unable to handle social demands and achieve teachers' expectations for school success (Lane, Givner et al. 2004; Lane, Pierson et al. 2004; Lane et al. 2006).

In the absence of successful interventions, these behaviour patterns become increasingly entrenched and resistant to intervention (Kazdin 1987; Walker et al. 2004).

Despite increased attention to kids with EBD's academic needs, academic achievement, like behavioural and social abilities, does not appear to be improving (Lane et al. 2002). Unfortunately, these dismal outcomes do not improve once students leave school.

This group of students has poor employment results, struggles with substance misuse, and a high need for mental health services (Bullis and Yovanoff, 2006; Walker et al. 2004). Given that EBD affects between 2% and 20% of school-age children, this is not a minor issue.

These issues highlight the need for a study on the consequences of behavioural disorders on academic performance (A Case Study of Katsina University).


The overall goal of this research is to investigate the effects of behavioural disorders on academic performance (A Case Study of Katsina University). Among the specific goals are the following:

1. Determine the prevalence of behavioural disorders among Katsina University students.

2. To see if Katsina University students' concentration is affected by behavioural disorders.

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