Teachers’ Perspectives on the Impact of the Coronavirus Lockdown on Children’s Aggressive Behaviour in the Kingdom of Saudi Arabia

This study seeks to explore Saudi Arabian teachers’ perspectives on the behavioural impact of the COVID-19 lockdown on primary school students, with particular attention paid to the emergence and management of aggressive behaviour. Guided by social cognitive theory (Bandura, 1986) and ecological systems theory (Bronfenbrenner, 1979), the research considers how pandemic-related disruptions may have influenced student aggression, emotional wellbeing, classroom engagement, and school culture. It also aims to examine whether teachers perceived changes in the frequency or nature of aggressive behaviour following school closures, how they interpreted these behavioural shifts, what consequences they observed for student learning and peer interaction, and what strategies they reported using to manage such behaviours in the post-lockdown context. This study responds to a recognised gap in the literature regarding how post-lockdown behavioural changes are perceived and addressed by educators in culturally specific, non-Western settings, such as Saudi Arabia. A sequential, explanatory, mixed-methods design was employed, beginning with a survey of 249 public and private school teachers across Saudi Arabia, followed by semi-structured interviews with 20 teachers to deepen and contextualise the quantitative findings. The survey data were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations), while the interview transcripts were examined using thematic analysis to identify recurring patterns and capture teachers’ interpretations and experiences. While most participants did not report a marked increase in overt aggression, many described emotional and behavioural changes, particularly anxiety, social withdrawal, and classroom disengagement. These shifts were understood to result from a combination of factors, including prolonged isolation, inconsistent parental discipline, increased screen exposure, and socio-economic inequalities, and as emotionally driven responses to the return to structured routines and in-person learning. Teachers reported a continuum of responses to these changes in student behaviour, ranging from supportive strategies such as calm dialogue, praise, and structured engagement activities to more formal disciplinary actions, including suspension. However, many highlighted systemic barriers to consistent behavioural support, such as limited access to specialists and a lack of institutional coordination. Although some teachers described using emotionally responsive approaches, their application appeared to vary across school contexts, often shaped by available resources and school-level practices. This study offers a culturally grounded reinterpretation of post-lockdown behavioural change, challenging the assumption that pandemic-related school closures primarily intensified aggression. Instead, it draws attention to internalized emotional distress and reduced social functioning as critical educational concerns. Theoretically, the findings highlight the value of integrating SCT and EST in interpreting student behaviour during periods of disruption. In practical and policy terms, the study advocates for emotionally supportive strategies, as well as trauma-informed, culturally responsive, and systemically supported behavioural interventions in Saudi schools, aligned with Vision 2030’s emphasis on inclusive and emotionally attuned learning environments. Although grounded in the context of the COVID-19 pandemic, the implications of this study extend beyond its immediate temporal frame. The findings offer valuable insights into how large-scale disruptions, whether health-related, environmental, or socio-political, can shape student behaviour and wellbeing. By illustrating the dynamic interplay between social learning mechanisms and broader ecological systems, the study contributes to the development of more resilient, equitable, and emotionally attuned educational frameworks capable of supporting children’s long-term adaptation and wellbeing during future periods of societal disruption and crisis.<p></p>

Author dc:creator

• Bushra Alharbi (21039608)

• challenging behaviour
• aggressive behaviour
• bullying
• coronavirus
• lockdown
• teachers’ perspective on aggressive behaviour
• Saudi Arabia

Statement dc:rights

• All rights reserved
• Open Access after 2029-02-23

Identifier

10779/exe.31385659.v1

OAI identifier oai:identifier

oai:figshare.com:article/31385659