The Need for an Early Warning System Management Model for Early Identification of Elementary School Students' Behavioral Risks: A Qualitative Study at Al Imam Islamic School Balikpapan

Abstract

Handling the behavioral risks of elementary school students ideally should be preventive through early identification, evidence-based decisions, and coordinated follow-up. This preliminary research aims to describe the practices of identifying and managing student behavioral risks, identify the obstacles faced by educators, and formulate the school's needs for an early warning system (EWS) management model at Al Imam Islamic School Balikpapan. The research uses a qualitative case study design. Data were collected through focus group discussions (FGD) and semi-structured interviews with seven purposively selected homeroom teachers, as well as a review of student documents, and then analyzed using an interactive model accompanied by source and technique triangulation. The research results show five obstacles: the identification of early signs depends on individual sensitivity and is reactive; recording is personal and information has not been compiled; there is no common basis for determining the level of support needed; the escalation and follow-up process is not organized; and unaddressed early signs carry over and worsen in the next class. Behaviors that need attention are mapped into five domains, namely emotional regulation, aggressiveness, adherence to rules and self-control, social interaction and communication, as well as independence and learning behavior. Schools need an EWS management model that integrates behavioral indicators, recording, decision-making, division of responsibilities, and follow-up supervision, not just a new recording form.