散漫的、行为模式不规范的学生，往往会经历更严重的行为问题模式，最终把自己推入一种环境，在这种环境中，他们自己意识不到自己所采取的攻击行为。攻击性行为可能包含多种因素，但最常见的是对同学的攻击性、高音高、身体伤害、过度活跃、冲动、缺乏自控、缺乏注意力，以及对高年级学生和权威的公然不敬(Reid, Patterson, and Snyder, 2002)。攻击性行为的采用可以追溯到对学生的反社会培养，学生生活在反社会信仰的环境中，那些受害者的背景被某个人控制。攻击性通常发生在儿童早期，那时的攻击性比较脆弱，在那个年龄的行为很容易被塑造成想要的样子。这种行为在无意识中发展，但最终会损害学生的未来前景。当这种行为爆发时，学生基本上处于无意识状态。具有攻击性学生的教师显然面临着问题，并倾向于使用技术来改变这种行为(Robinson et al.， 1999)。
Students who are sporadic and not standardised on their behaviour pattern often experience heightened modes of behavioural problems, and end up pushing themselves into settings where they themselves become unaware of their adopted aggression. Aggressive behaviour may have multiple inclusions, but the most common is aggression toward their fellow students, heightened voice pitch, physical harm, hyperactivity, hyper impulsivity, lack of self-control, lack of attention, and outright disrespect for their seniors and the authority (Reid, Patterson, and Snyder, 2002). The adoption of aggressive behaviour can be traced back to anti-social nurturing of the student, living in conditions that feed the students about anti-social beliefs, and those who have had a very victim’s background being dominated by someone. Aggression usually develops in early childhood when it is more fragile and the behaviour at that age can be moulded as desired easily. This develops unconsciously, but then ends up damaging the future prospects of the student who is mostly unconscious when such behaviour erupts out. Teachers of aggressive students apparently face problems and tend toward techniques to modify such behaviour (Robinson et al., 1999).
One of the most common methods used is the behaviour modification application which includes punishment, presuming consequences about positive and negative behaviour, reinforcing set behavioural patterns to instigate the formation of a habit, etc. The technique is formal and does not involve any use of medicine. It has its own expectation of result, but depends on the setting, context, and the response of the student.
Behaviour modification techniques such as brief timeout and appropriate behaviour reinforcement techniques used in several settings. Bostow and Bailey (1969) had used these two techniques on two retarded patients and had found that the techniques that applied to both patients reduced loud vocal aggression in one and aggressive behaviour to almost zero levels. However, their original aggressive behaviour returned, suppressed again on reapplication of the techniques. This indicates that the techniques are effective to a large extent in immediately reducing the aggression, but does not manage to lengthen the life of non-aggressive behaviour. The techniques may be used best in settings where there is an immediate need of suppressing the aggression, and they must be clubbed with other techniques for its long term impact. The technique may be modified further for bettering its extent of impact, so that the results from same actions must be able to produce a more desirable outcome. This means that the technique may have to be modified in its content and the way that implemented on the student. The impact, though beneficial may not be useful in the context of various settings and some aggressions may be successful in resisting such intervention. Thus, the technique must be continued to be utilised among students and adults, every attempt must use an efficient improvement model for better results.