Conductas Disruptivas en Estudiantes de Educación Básica Media de la Unidad Educativa Fiscomisional San Roque, Cuenca-Ecuador en el Periodo 2025-2026

Abstract

Disruptive behaviors in the classroom refer to behaviors that affect the teaching-learning process and school coexistence, manifesting themselves in interruptions, disrespect or aggressive actions. These behaviors generate concern in the school environment since they can trigger more serious problems, such as violence, dropout or bullying within institutions. Faced with this problem, the present study aimed to describe the levels of disruptive behaviors in students of Basic Secondary Education of the San Roque Fiscomisional Educational Unit, in Cuenca, during the period 2025-2026. A quantitative approach was used with a non- experimental, cross-sectional methodological design and a descriptive-correlational (comparative) scope. The sample consisted of 39 students between 8 and 12 years of age. The Disruptive Behavior Scale (CDIS) was used and the data were collected in person. The research showed low levels of disruptive behaviors and significant differences were evidenced according to sex in the dimension of non-compliance with tasks and in family typology did not show statistically significant evidence. These findings indicate that, under an appropriate methodology and clear rules of coexistence, the appearance of disruptive behaviors can be reduced in the classroom. In conclusion, the interaction between various individual, family and pedagogical factors influence the behavior of students within the classroom thus promoting the development of individual skills, coexistence strategies, support for parents and appropriate teaching practices is essential to develop a favorable school environment.