Student Classroom Behavioural Issues in India and a Digital health Behaviour Management Intervention for Teachers

About this project

Project description


Recent education policy in India (2013) has focussed on increasing education participation by students from rural and disadvantaged areas. Misbehaviour affects learning, and unclear prevalence of misbehaviours brings concerns about training rural teachers to manage these misbehaviours. Epidemiological studies across India suggest that the prevalence of behavioural concerns amongst children to be between 11.48 – 45.6% and utilise various reporting methods (Bansal & Barman, 2011; Cholakottil, Kazhungil, & Koyamu, 2017; Sarda et al., 2013). This calls for studies using standardised measures on a specified age group. Recently, a pilot online Classroom Behaviour Management program, consisting of lecture and tutorials observed a reduction in high school student negative behaviours (Teoh et al., 2018). Whilst negative behaviour decreased, prosocial behaviours did not increase. Teachers reported a greater use of applying behavioural management skills, but students did not perceive broad changes in teachers behaviours. Results obtained propose a 2 stage project with the following aims:

  1. Further investigate the prevalence of behaviour problems amongst school-aged children using standardised measures
  2. Evaluate an online behaviour management program be able to reduce student’s negative behaviours and increase student prosocial behaviours.


Stage 1 (Prevalence)

  • Subjects: 300 boys and 300 girls from 6 schools.
  • Design: Multi-group design. IV = group; DV = student behaviour.

Stage 2 (Online Intervention)

Subjects: From Phase 1

  • Design: Multi-group, multi-factorial design. IV = group. DV = students behaviours, teachers classroom management skills.
  • Online Program: 7 hours of education delivered using eLearning methods focussing on predictors of problem behaviours, behavioural techniques for increasing positive and reducing negative behaviours, social skills and learning disorders.

Measurement Instruments

  • Childhood Psychopathology Measurement schedule
  • Student School Offences.
  •  Teacher Interpersonal Self-Efficacy Scale
  •  Teaching Behavior Questionnaire


  • Data collection would involve 24 months (i.e., Stage 1 = 12 months; Stage 2 = 12 months), with 12 months required for data analysis and write-up.


  • Publications in refereed journals (minimum of 2 papers)
  • ELearning Intervention program

Information for applicants

Essential capabilities

  • Experience with statistics
  • Has carried out research (i.e., survey methodology)
  • Able to use Microsoft Office
  • Interest in child behaviour
  • Strong interpersonal skills and ability to work with teachers, administrators and students
  • Interest in tele health
  • Has the equivalent of Band 7 IELTS.

Desireable capabilities

  • Organised
  • Capacity to work independently and within a group
  • Resourceful in terms of obtaining scales and information from India and Australia.

Expected qualifications (Course/Degrees etc.)

Relevant degree in psychology, education, social sciences, social work, Social Sciences or other appropriate degree with Honours; or a Masters degree with equivalent research components.

Candidate Discipline

Psychology, Education, Social Sciences, Youth.

Project supervisors

Principal supervisors

UQ Supervisor

Dr Matthew Bambling

Centre for Digital Health
IITD Supervisor

Professor Purnima Singh

Department of Humanities & Social Sciences