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Report - Why do young people misbehave in school?

This report will discuss misbehaviour in the context of secondary school students, it will

begin with a brief literature review to establish a foundation of research based and

academically credible evidence through three main sections; adolescent development,

behaviour and behaviour management. Following this, the findings of independent research

conducted by myself, a pre-service teacher, via the data collection method of interviews, will

be reported in a summarised table with identified themes. Both the above sections will be

synthesised for comparisons and contrasts and implications for praxis will be discussed to

end the report.

Literature Review

Adolescent Development

It is important to identify ranges for such terms as adolescent development and

according to Hoffnung, Hoffnung, Seifert, Smith, Hine, Ward & Pause (2013) “landmarks of

development” (Hoffnung et al., 2013, p.7) for adolescence mean ages 12-18 with physical

components regarding ‘puberty and growth spurts’, cognitive development referring to

abstract thinking capacity and ‘adult like interests’, and psychosocial aspects indicating

interests in sexual relations for the majority, dating and potential first time employment

(Hoffnung et al., 2013, p.7). The ranges of their specified interests are also a key component

to understanding their misbehaviour when confronted with.

An interesting aspect of cognitive development regarding adolescent behaviour is the

study of judgement and decision making (JDM) (Albert & Steinberg, 2011) and its reliance

on the dual process model which outlines uses of opposite information processes, the hot and

cold, or the experiential and analytic (Albert & Steinberg, 2011). Dubbed learning ‘Hot and

Cold Cognitions’, it pitches that in judgement and decision making, adolescents configure if a

situation is low arousal or high arousal (Albert & Steinberg, 2011) cognitions such as gaining
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validation from impressing peers from doing something risky for example. This is vital

research as it provides contextual information for possibilities as to why a student might have

misbehaved, especially if they are one who does not usually fall into the category of usual

misbehavers, as well informing us that they are capable to understanding risks involved with

situations.

Adolescent Behaviour

Some key adolescent behaviours regarding misbehaviours that have been commonly

studied which should be noted for this report, include disengagement in forms daydreaming

being un attentive, being slow and causing trouble in the likes of talking out of turn and being

overactive (Sun & Shek, 2012). Interestingly so, while these aspects of misbehaviour were

reported from a study conducted in Hong Kong schools around comparing teacher

perceptions, ‘talking out of turn’ and aspects of ‘hyperactivity’ on inability to stay seated and

still, could be found in studies around the world with similar research aims (student

misbehaviour) and contexts (secondary school students and teachers). In example, speaking

out of turn was the main identified misbehaviour of an Iranian study by Aliakbari, Mirzaee

and Alibadi (2013), it was also found to be “...reported as a consistently high frequency

problem over the 30-year span of this review” (Crawshaw, 2015, p. 304) in literature review

of research conducted internationally between 1983 to 2013 (Crawshaw, 2015). Other notable

similarities were perceptions of disengagement, in that daydreaming evident as a concerning

misbehaviour in several research articles reviewed by Crawshaw (2015), Alter, Walker &

Landers (2013) categorised disengagement as ‘off task’ and ‘noncompliance’, both were in

the top four (out of 9) categories of misbehaviours they studied (Alter, Walker & Landers,

2013).

In terms of behaviour regarding academic achievement, it is interesting to note that

students are influenced more so by peers and friends, in that support and encouragement for
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achievement, is shared by higher performing and aspiring students. Whilst adolescent

students are drawn to similarities when forming social groups, when and if low achieving

students socialise with higher achieving students, it results in positive influences on them

(Arnett, 2014). There is however, a distinction between friends and peers in terms of

association and influence, in that educational researchers found students who were

surrounded by a majority of lower achievement held higher standards for themselves, as

those who were average or somewhat higher perceived themselves as better than the lower

end performers, this is called the “big fish in a little pond effect” (Marsh & Hau as cited in

Arnett 2014, p.309). This shows patterns in thinking and group mentality that a teacher could

utilise when using group work or arranging seating plans.

Behaviour Management

Teacher perception is vital aspect within the discourse of behaviour management, as

while it may vary contextually, there can be many similarities or patterns in thinking that

should be considered. For example, blame associated with degrees of parental or guardian

irresponsibility has been researched and studied. A study by Aliakbari, Mirzaee and Alibadi

(2013) on Iranian teachers’ perceptions of parental accountability for student misbehaviour,

specifically ‘talking out of turn’ (Aliakbari et al., 2013, p.241) and their preference for

interventionist strategies towards this, found that “...teachers are more concerned about the

students’ identity and that see an obligation to treat the misbehaviour less aggressively and

more humanely that cares for the students’ personality...” (Aliakbari et al., 2013, p.248).

Further study on perceptions of parental accountability for student misbehaviour by

Patrick & Gibbs (2012) researched the aspect of “... relationships between perceived parental

disciplinary techniques and moral identity among early and middle adolescents.” (Patrick &

Gibbs, 2012, p.973). An interesting finding was its focus on the perception of appropriateness

of parental disciplinary techniques and their emotional reactions and that use of inductive
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discipline was not only received positively but linked well with adolescent moral identity

(Patrick & Gibbs, 2012).

As for actual behaviour management plans or strategies, a key interventional

approach that has established itself in many schools is School Wide Positive Behaviour

Interventions and Support (SWPBIS or PBIS, or PBS or PBL in the Australian context). An

intervention strategy aiming to create and maintain a school culture based on and around

positivity, it requires four core features for effective and proper application; to be informed of

and by past and updated behavioural sciences (social, developmental, environmental and

cognitive), using practical interventions in application, specifically a three-tiered one for sake

of preventative outcomes, commitment to lifestyle outcomes for dedicated long term goals

and adopting a systems perspective (De Nobile, Lyons & Arthur-Kelly, 2017). Notably so,

the application aspect regarding the three-tiered system incorporates grounds for long term

and wide spread effectiveness, with the first tier, universal or school wide, being for every

member of the educational setting, the second, small group support, is designed for smaller

groups or sub groups (Freeman, Simonsen. McCoach, Sugai, Lombardi & Horner, 2016)

from within or amongst the lot from tier one, the last, individual, “...is provided to students

who need intensive individualized supports such as individualized behaviour plans or

wraparound supports” (Freeman et al., 2016, p. 42).


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Interview Findings

In conducting an interview that complied with ethical standards and requirements as

established and communicated by my university, I interviewed six adults, consisting of two

teachers, two non-teaching background individuals, one pre-service teacher and one parent, I

found commonalities and contrasting perceptions on this matter. I asked participants the

following questions;

1. Why do you think young people misbehave in school?

2. Do you have experiences of your own from school that you think have shaped this

perspective?

3. Have you ever spoken to any students that fit into this ‘category’? Did it change or

confirm anything?

4. Regarding the answers, you have provided, what do you think your mindset or general

approach toward dealing with children that misbehave is/will be?

Below, are four main themes I found that were common amongst the responses from all

participants. These themes are not intended to ‘prove’ that everyone responded in a similar

manner for each section, rather their respective responses for the questions (key parts of

which have been included in the table below), showed these underlying themes. It is

important to note that the last column ‘Building positive relationships to better contextualise

student needs’ was in response to each participants’ answer to question four. This not only

covered what their individual mindsets were towards approaching ‘misbehaving students’ but

generalised advice that all the interviewees felt the need to insert for others within the

educational context (teachers, parents and fellow students).


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Interviewees Attention Disengagement Personal Issues and or Building positive


Identified Needs relationships to better
contextualise student needs
F1  Peer pressure can be  Classroom situations  Some students come from  In my experience I think
46, HS Teacher reason for this. impact everyone, not just a ‘broken family’, our the most important thing
the teacher, it sways the school had researchers is to work on building and
mood of the class. look into this and found maintaining good
this to be a major factor, 2 relationships with
recent stage 6 transfers students, you never know
were found to have been what is going on behind
dealing with divorces and the scenes.
separations in their home  But this can be hard
lives and this was severely because of confidentiality
impacting their issues, we can’t have
perceptions of teachers as access to all the
adults. information sometimes, it
 Culture can be a reason causes a barrier in this.
too, some kids just don’t
have any respect for
teachers and peers.
F2  Popularity contest and  Whenever same group of  Also general low self-  I am so concerned with
25, attention seekers I think, ‘funny’ or ‘naughty’ kids esteem and maybe not this issue now, I’m very
Physiotherapist maybe they’re lacking it began acting up you knew being able to form concerned about the
at home so they act out class wasn’t going to go meaningful relationships personal issues students
for it at school? smoothly, everyone’s at school or in life have that we didn’t know
 In PDHPE, there was attention went from the generally. about.
always a specific group teacher or the content to  One kid who I always  I think adults/teachers
of kids who would rile them, even when the thought was funny and should have better
the teacher up and teacher tried to return to misbehaved for no reason, connections and
everyone used to laugh, I it, it wasn’t the same. turns out he had a really relationships to
wish I hadn’t. messed up family life. understand kids instead of
resorting to punishment
immediately.
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F3  Giving into peer pressure  Disengagement is a big  Poor family background  I’ve taken the initiative to
24, HS Teacher or anything of that sort. factor, being apathetic is and issues at home. give out surveys (on my
 As a teacher now, I can common.  I’ve noticed there is a teaching) to my classes
be aware of personal  This usually increases huge difference in student now that I am not casual
issue for students so I’m when you’re a casual performance between anymore, so that I can
understanding of why teacher, I have noticed those whose parents who form a relationship with
some misbehave because they respond better to are involved and those them.
I as an adult give them non-casual teachers. whose are absent.  They notice when you put
attention they might not  In addition to that, having in effort like this, they
receive at home. good teacher-student respond to you and
relationships (and time to confide in you.
build this) helps  It helps maintain
performance and working positivity in the
on misbehaviour as a classroom and eases
teacher. handling misbehaviour.
M1  Students who aim to  Lesson content or delivery  From working with them  Building relationships
23, distract the teacher on is not ‘interesting’, this as a karate instructor and with students greatly
Pre-Service purpose or push them to including content not SLSO, students with assists ability to manage
Teacher point of ‘blind rage’ to challenging enough for identified needs often behaviour, I don’t need
deter them from high achieving students. cause trouble. them to like me but it
proceeding with the helps get through the
lesson. lesson when you
understand what they
want.
M2  Just being naughty or a  Anti-social behaviour  Disciplinary issues are a  My own time at school,
47, Parent clown for the sake of it, caused by contemporary big thing for me, maybe plus being a parent and
everyone has tendencies lifestyles with access to not having learnt any at married to a teacher,
to muck up. technology lead children home. teachers face tough
access violence in media.  Personal issues as well situations and might lack
and potential mental (unintentionally) in
health concerns. providing support per
student so they seek
attention or act out, or
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 Development is disconnect mentally


interrupted and impeded because they think
with all these factors teachers don’t care.
(refer to point for  Teachers need more
previous column) so it’s support to face and work
no wonder so many with the individuals needs
misbehave. of students.
M3  Make others laugh,  Don’t care and want to be  Sometimes if they were  I feel bad for my teachers
19, College especially friends, again there (school), boredom stressed out, had personal now but I still think some
Student avoid being bored. or they don’t like the stuff going on they didn’t need to reconsider their
teacher. I knew some want to disclose. approach towards kids,
students who did on  Felt like they didn’t fit in nicer teachers spoke to all
purpose to teachers who with the class culture so students.
they felt picked on them. they cut themselves off.  Students who usually
misbehaved more did so
less in their classes, they
felt included and wanted.
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Comparison and Contrast between findings and literature

A notable aspect to begin with is that none of the participants explicitly identified ‘talking out

of turn’ as a key misbehaviour despite the overwhelming evidence for it mentioned in past

and contemporary literature on misbehaviour in Aliakbari, Mirzaee & Alibadi (2013)

Crawshaw, (2015) and Sun & Shek, (2012).

For the first theme ‘attention’ F2, M1,2 & 3 all described behaviours that are like

kinds of ‘hyperactivity’ or simply, acting out on sheer will and without need (Sun & Shek,

2012). Interestingly so, the above answers by those participants for this theme also reveal

underlying tones of the element of peer pressure, which were also explicitly mentioned by F1

and F3. This can be viewed in two ways; the first, via the information on group mentality

described as the ‘big fish in little pond’ concept (Arnett, 2014) which could explain how and

why, students who are not actively apart of misbehaving, comply with or make way to

accommodate the misbehaviour of others instead of calling them out or refusing them.

Secondly, the research on cognitive development regarding judgement and decision making

via the dual process model whereby hot and cold cognitions are specified (Albert &

Steinberg, 2011), offer deeper biological insight on this decision. In fact, F2 specifically

mentioned regret at laughing along with repeat offenders in the same PDHPE class despite

knowing it was wrong at that age, this shows adolescent capacity at understanding wrongful

behaviour but choosing to make decisions based on individual pleasure and benefit.

Regarding disengagement, F1, M2 and M3 only ones to mention apathetic states of

disengagement which are reminiscent of non-responsive or non-complying behaviour as

described by Alter, Walker & Landers, (2013) and Crawshaw, (2015).

The element of home life as having a connection to student misbehaviour, was an

interesting factor for the ‘personal issues or identified needs’ theme with indications toward

this from F1, F2, F3, M2 and M3. Interestingly so, F1 mentioned incongruities between
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teachers and student relationships as per the findings of a research conducted within her

school, specifically two stage six students with parental/guardian issues at home who found it

difficult to form positive relationships with adults and M2 identified the lack of discipline

from home. These answers show a pattern of thinking presented in Aliakbari, Mirzaee &

Aliabadi (2013), in which perceptions of misbehaviour are linked almost immediately, with

blame, to student home life and the authoritative figures present there.

All participants except for M2 expressed need for ‘nicer’ or positive relationships

between teachers and students for future implementations to counter the issue of

misbehaviour as opposed to punishment. This theme of positive reinforcement complies with

the abundance of research on Positive Behaviour Interventions and Supports (or Learning),

thus providing another reiteration for the need of positive, holistic, long term interventional

strategies that uplift pupils experiences at school and hopefully, decrease misbehaviour.

Implications

Some possible implications for praxis as a future teacher that I would consider are the

practicability of PBIS strategies in realistic contexts, in that as M2 mentioned, I do believe

teachers do require more support to be able to cater to student needs and requirements. And

in compliance with the findings of Aliakbari, Mirzaee & Aliabadi (2013), I too believe that

student misbehaviour should be treated in a non-aggressive manner which portrays a message

genuine care to the student to build a positive environment.

Lastly, it is also important to mention that whilst there have been numerous studies on

PBIS, the literature review by Freeman et al., (2016) mentioned a key gap in their research

which was that “Schools are not required to report annual fidelity measures; thus, the absence

of a fidelity measure score did not necessarily indicate that a school was not implementing

SWPBIS “ (Freeman et al., 2016, p.43).


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References:

Albert, D. & Steinberg L. (2011). Judgement and Decision Making in Adolescence. Journal

of Research on Adolescence, 21(1). (pp.211-244). DOI: 10.1111/j.1532-

7795.2010.00724.x

Aliakbari, M., Mirzaee, A. & Aliabadi, H. T. (2013). "On the Secondary School Teachers’

Perceptions of Students’ Misbehaviour: The case of Iranian Male and Female

Teachers." International Journal of Psychology and Behavioral Research 2(5).

(pp.240-249).

Alter, P., Walker, J. N. & Landers, E. (2013). "Teachers' perceptions of students' challenging

behaviour and the impact of teacher demographics." Education and Treatment of

Children 36(4). (pp.51-69).

Arnett, J. J. (2014). ‘School’ in Adolescence and emerging adulthood (5th ed). (pp.294-325).

Pearson Education Limited

Crawshaw, M. (2015). "Secondary school teachers’ perceptions of student misbehaviour: A

review of international research, 1983 to 2013." Australian Journal of Education

59(3). (pp. 293-31).

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Behavioral Approaches. Positive

Learning Environments: Creating and Maintaining Productive Classrooms. (pp. 144-

180). South Melbourne, Australia: Cengage.


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Freeman, J., Simonson, B., McCoach, D.B., Sugai, G., Lombardi, A., & Horner, R. (2016).

Relationship Between School-Wide Positive Behaviour Intervention and Supports and

Academic, Attendance and Behaviour Outcomes in High Schools. Journal of Positive

Behaviour Interventions, 18(1). (pp.41-51). DOI:10.1177/1098300715580992

Hoffnung, M., Hoffnung, R. J., Seifert, K. L., Smith, R. B., Hine, A., Ward, L. & Pause, C.

(2013). ‘Part 1 Beginnings; Studying development’ in Lifespan Development, A

Chronological Approach (2nd ed). (pp.4-30). Queensland: John Wiley & Sons

Australia, Ltd.

Patrick, R. B. and J. C. Gibbs (2012). "Inductive Discipline, Parental Expression of

Disappointed Expectations, and Moral Identity in Adolescence." Journal of Youth and

Adolescence 41(8). (pp. 973-983).

Sun, R. C. & D. T. Shek (2012). "Student Classroom Misbehaviour: An Exploratory Study

Based on Teachers' perceptions." The Scientific World Journal. (pp. 1-8).

DOI:10.1100/2012/208907

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