Conflict Resolution in Elementary SCHOOL

Conflict Resolution in Elementary SCHOOL

Conflicts and conflict resolution are critical parts of the daily interactions between children in elementary school. This scholarly essay discusses the conflicts and conflict resolution in second-grade elementary school children. According to Crowe (2009), various classroom conflicts such as teasing, gossiping, and children taking items belonging to their classmates are frequent in elementary classrooms that leading to quarrels. Peer conflicts and aggressive behaviors are currently a concern in elementary schools, in which educators are finding it a challenge as these children do not have proper social and conflict resolution skills to handle these situations without the possibility of consequent tensions.

Conflict in classrooms can offer a negative or positive force, depending on the outcome. Frequent and aggressive classroom conflicts can be disruptive. It may take a lot of time for educators to resolve the conflict completely and ends up losing earning time for other students. The relationships between children may be broken temporarily or for a long time hence creating tension between the fighting parties.

According to Smith et al. (2002), conflicts among children are an indication of unresolved communication breakdown that limits their ability to express themselves.

The lack of effective conflict-resolution among these children can be carried over to adolescence and teenage stages. The increase in competition in the later stages of life can pose a challenging environment for individuals with poor conflict resolution skills.

Conflict resolution among elementary children is a crucial skill that will equip individual learners with skills to manage themselves (Spruce, 2016). Children act out when they fail to articulate themselves effectively, or their wishes are not fulfilled. Conflict resolution can teach children how to deal with disputes with fellow classmates in a peaceful manner through peer mediation, peaceable classrooms, and classroom processes.

In order to establish a positive conflict relation endowment, educators will be required to ensure open commination and relationships with their students so as to allow identification of possible escalations and disputes between learners. According to No Child left behind (NCLB) act of 2002, peer mediation can be used to resolve minor issues between learners, which, if ignored, may lead to serious issues. This law sets expectations for counselors and educators that require the improvement of the academic achievement of students from low income (Crowe, 2009).

Teachers and education are also affected by children’s conflicts. According to a study conducted by the National Center for Education Statistics,9% of elementary school teachers have experienced conflicts with students. The study also revealed that 3% of students in elementary schools have fears of attack during classroom sessions and within school grounds (NCES, 2018).  Positive behaviors are a major channel through which teachers and counselors can nurture proper conflict resolution strategies in children.

Peaceable school approaches to conflict resolution provide a distinct strategy that involves teachers, students, parents, and school administrators. The approach incorporates various strategies that aim at creating an empathetic and conducive environment that is essential for peaceful conflict resolution. According to a study conducted in New York School districts, peaceable school strategies have accounted for a 71% decrease in conflicts in elementary school during classrooms and an additional reduction of name-calling instances by 66% (Olive, 2018). Parents are involved in this strategy by adopting positive conflict resolution techniques at home.

The use of unified and engaging conflict resolution techniques that promotes positive relationships among students and peaceful environment in schools can impact the education system positively. The adoption of these measures has seen an improvement in the general learning environment and reduction in the cases and frequency of conflicts and consequent suspensions and disciplinary actions (Smith et al., 2002).