The New Boy Who Won't Let Go of the Crayons
Mrs. Mensah teaches Primary 3 in a public school with 41 learners. In Week 3 a new boy, Kojo (8 years 2 months), joined after his mother moved towns for work. Kojo has attended three schools in seven months. In his first three weeks he refuses to share the class crayons and keeps a handful in his pocket, sucks his thumb during story time, cries when the class moves to assembly, and follows Mrs. Mensah to the staffroom door. He completes no written work unless she sits beside him. The head teacher says Kojo is 'spoiled' and wants a behaviour chart: each cry loses five minutes of playtime. Kojo's mother works double shifts and has attended one brief meeting. End-of-term assessments are in eight weeks. Mrs. Mensah has no teaching assistant and four other learners who need reading support. She must decide what Kojo's behaviour is communicating, what to change in the classroom, and how to respond to the head teacher's instruction without escalating the child's distress.
1. Before treating Kojo's behaviour as wilful, what developmental and environmental explanations should Mrs. Mensah weigh? Outline what she should do in the next ten school days, with reasons.
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Start from the principle that behaviour is communication, not evidence of 'spoilage'. Kojo has had three schools in seven months and limited contact with his mother; his security and predictability have been disrupted. Thumb-sucking and crying at transitions are regressive stress responses that can appear in middle childhood, not proof of a disorder.
For ten school days:
- Record ABC data (antecedent, behaviour, consequence) for five days, especially around sharing and transitions, so decisions rest on patterns rather than impression.
- Post a visual timetable and give a two-minute warning before assembly, because unexpected change is a likely trigger.
- Replace forced sharing with a structured role - crayon monitor - and a timer for paired sharing; this gives control and teaches the expected skill.
- Hold a five-minute check-in at a fixed time each morning, not only after crying, to build secure connection.
- Allow a small comfort object or a private signal.
- Send a specific positive note home and ask the mother about changes at home.
Review after ten days. If distress persists, consult the school counsellor. These steps are low-risk, data-generating and teach replacement behaviour.
2. The head teacher insists on the loss-of-playtime chart. How should Mrs. Mensah respond professionally?
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Mrs. Mensah should neither refuse outright nor comply silently. First, acknowledge the head's legitimate concern: disruption affects 41 learners and the head is accountable. Second, present the ABC records and explain the likely function of the crying - escape from unpredictable transitions - and why losing playtime may increase distress and teach Kojo that school is unsafe.
Third, offer a testable compromise: keep a simple chart, but record successful transitions and award earned playtime or a preferred activity; review after three weeks against the data. Put the proposal in a short written note so the agreement is clear.
If the head still directs the loss-of-playtime chart, Mrs. Mensah should implement it consistently, keep records, and request a review, while continuing the preventive routines. She should escalate only if the measure becomes a wellbeing or child-protection concern. This sequence respects legitimate authority, protects the child, and keeps the decision evidence-based rather than a contest of wills.