Prevalence of aggressive behaviors among primary school children (6–12 Years) in Lurambi Sub-County, Kenya

Abstract

Aggressive behaviors cause long-term psychological, social, and educational impacts among school-aged children and have become a developing public health concern. Despite much of the existing research basing on adolescents, there is limited data on the prevalence and specific expressions of aggression among younger children particularly within sub-Saharan African settings. The aim was to identify the widespread presence and patterns of aggressive behaviors among primary school children aged 6-12 years in Lurambi Sub-County, Kenya. The theory of Social Cognitive Learning Theory anchored this study where children imitate behaviors from the habitat. From four public primary schools, a cross sectional mixed-methods study was carried out in April 2024 among 334 pupils selected through multistage sampling. Collection of data was through the Teacher observation of Classroom Adaptation - Revised (TOCA-R) checklist and structured questionnaires. Quantification of the frequency and types of aggressive behaviors was used by the descriptive statistics, while group differences was assessed by the chi-square tests and Analysis of Variance (ANOVA). Contextual qualitative insights were provided by key informant interviews with 20 teachers. The overall prevalence of aggressive behaviors was 18.5%, with fighting (25.6%), cursing (23.1%), and name -calling (22.4%). Differences between boys and girls or across grade prevalence was not notable. Contributing factors cited by the teachers were peer dynamics, emotional regulation difficulties, and limited access to counseling. In conclusion, among primary school children in Lurambi Sub-County, aggressive behavior is prevalent and manifests in verbal and physical forms. These findings underscore the need for early intervention through school-based behavioral screening, psychological support programs, and parental engagement to mitigate long-term consequences.