18335620 Jyotishna Priya Sen

Pedagogy for Positive Learning

Environments
Assignment 1: Report
‘Why do young people misbehave in
school’

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Literature Synthesis
Topic: ‘Why do young people misbehave in school’

This report aims to provide a critical understanding into the various perspectives as to why young people

misbehave in schools. Firstly, it is important to recognise that misbehaviours in school continue to be an

ongoing issue around the world (Koutrouba, 2013). Misbehaviours by young people in schools can briefly be

explained as “inappropriate” or negative behaviours”, which “prevent learning and interpersonal relations”

(Kyriacou & Martin, 2010, pp. 415; Koutrouba, 2013). Some examples of inappropriate or negative

behaviours occurring in schools include; disrupting class, late attendance to class and constant talking during

the lesson (Koutrouba, 2013). These are only some examples of student misbehaviour as the list can be quite

exhaustive. Educational research has extensively emphasised upon the strategies and identifications of

misbehaviour within the school. It is important to also recognise how educational research provides insights

into why young people misbehave in school. The following discussion will explore this question by reflecting

on academic literature.

Mateja Psunder (2009) provides an insightful perspective into understanding why young people misbehave in

schools by considering the influences a teacher has on student misbehaviour. Psunder (2009) claims that

misbehaviour is connected to “poor planning of instruction and the use of ineffective teaching methods”

(pp.254). This reflects upon considering how teachers may unintentionally evoke student misbehaviours. This

can also be a result of teachers not recognising “students’ needs and interests” within the school (Psunder,

2009, pp.254). Psunder (2009) further emphasises that teachers must be aware of students “social/emotional

needs”(pp. 248). Psunder (2009) presents this aspect of social and emotional need by depicting how students

are affected by “poverty, neglect, abuse, divorce, drugs and rejection” (pp. 248).

Moreover, Psunder’s (2009) emphasis upon students social and emotional needs leads to understanding how

aspects of family and home environment may influence misbehaviours in school. Cothran, Kulinna & Garrahy

(2009) through their study highlight how teachers reflected on student’s home environment as a possible cause

of misbehaviour within the school. The study highlights how students are not taught “respect” at home as they

are raising themselves (Cothran, Kulinna & Garrahy, 2009, pp. 160). This notion is further justified by

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Kyriacou & Martin (2010) who emphasise that the key reason students misbehave in school is attributed to

“parents who do not instil pro-school values in their children” (pp. 415). This demonstrates how the values

and beliefs students gain from their home environment impacts students’ behaviours in schools.

Jennison (2014) further presents a broad understanding into the aspects of family dynamics and home

environment by reflecting on familial relationships and how it affects students’ behaviours in school. Jennison

(2014) highlights how conflict between parents at home can decrease the “levels of parental monitoring” and

create ineffective “bonds between parents and children” (pp. 208). This portrays how the “quality” of parental

relationships is a significant factor that contributes to students’ misbehaviours. Therefore, schools are an ideal

place for students to express their emotions generated from their home life (McGregor & Mill, 2012).

In addition, Xu & Fan (2018) along with Peguero (2011) reflect on how peer influences also contribute to why

young people misbehave in schools. Peguero (2011) also depicts that students are “potentially learning how to

misbehave” through their formal education (pp. 699). This leads in with Xu and Fan’s (2018) emphasis upon

how peer influences can have a negative impact on students’ misbehaviours within the school. For example,

smoking by young people in school environments is influenced by peers to mainly fit in within their social

groups (Xu & Fan, 2018; Peguero, 2011). To conclude, it is evident that there are various reasons present in

relation to why young people misbehave in schools.

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Interview Process

The interview process for this report consisted of six participants who were interviewed on the basis

of understanding their views and opinions on the question ‘why do young people misbehave in

school?’. The participants were provided with a ‘participant information sheet’ to adhere to the

ethical protocols of the interviews conducted. Furthermore, all the interviews conducted took place

in person between the interviewer and participants. It is important to note here that all participants

were interviewed on different days. The table below highlights the six participants who were

involved in the interview process.

Participant Participant 2 Participant 3 Participant 4 Participant 5 Participant 6

1(P1) (P2) (P3) (P4) (P5) (P6)
Pre-service Deputy Parent (13- Parent (15- Teacher Store
Teacher Principal year-old son) year-old (Secondary) Manager
Female (Secondary) Male daughter) Public school (Aldi)
Age: 22 Public school Age: 38 Female Female Male
Male Age: 40 Age: 42 Age: 24
Age: 35

The participants were selected based on their profession along with adhering to the assessment criteria in who

should be interviewed (Parents, teachers, pre-service teachers and non-teaching friends). Therefore, the

participants were chosen based on this suggestion to ensure a diverse range of participants are interviewed.

The interview process consisted of three male and three female participants to ensure that there were fewer

disparities in data collection.

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Interview Findings
Themes

Following the interview process, all the responses were collected and investigated by considering

their thematic depictions. The responses provided by the participants all presented similarities to

some extent with their opinions and reasons. Considering their responses and how it all intertwined

and related to each other’s responses the opinions where than grouped together. The most dominant

themes the responses presented include family/home dynamics, peer influences and cognitive issues

associated with student’s misbehaviour.

The theme of family and home environment is explicitly portrayed by the responses gathered from

the participants. The participants all mentioned family and the home environment of young people

being a key influence towards student misbehaviours in school. For example, P6 (participant 6)

highlights the notions of “domestic issues” as an essential reason for why students misbehave in

school. P6 further explains that students may “need to express their emotions such as anger”, which

may be portrayed through their disruptive behaviour within the classroom. P2 also emphasised that

students express their emotions by misbehaving and how this may be associated with “divorce and

family breakdowns”. Furthermore, P4 reflects on how attention seeking misbehaviours portrayed by

young people may occur due to the work dynamics between parents and family structures, where

students are not given attention at home.

Cognitive issues are also a dominant theme portrayed by participant responses throughout the

interview process. The responses gathered from the participants reflect upon how learning

difficulties may be overlooked by teachers and parents. P6 identified how “some students have

learning difficulties”, which can cause misbehaviours to occur inside and outside the classroom. P2

reflected on how “lack of motivation” may arise if students “learning capabilities” or “difficulties”

are not considered by teachers. Some participants also identified school structures as an influencing

factor towards student misbehaviour. P4 identifies how restrictions presented by the school through

“rules” can also contribute to why students misbehave. However, P1 put forward the reason that

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“systems in schools are important for the discipline of behaviour”. P1 further reflected on how

school systems must be “consistent and fair” through their processes of discipline.

Peer influence is also another significant theme represented by participants through the interview

process. P1 identified that students may feel “pressured” to miss class as they follow the behaviours

of their friends. P1 also suggest that students follow their friends’ behaviours to be “cool” but also to

fit in with social groups. P2 also noted that students want to “fit in and form a sense of belonging”

with others, therefore, students misbehave. P5 also shares similar understandings by suggesting how

students always feel a sense of belonging through their social groups. It is evident that the overall

responses gathered from the participants portray insightful thematic conceptions into why young

people misbehave in school.

Interview Findings & Literature comparison

The themes collected from the interview findings can be applied to form comparisons with the

literature synthesis. Family and the home environment are an occurring notion depicted by all

interview participants and the literature synthesis. Jennison (2014) suggests how family dynamics

and the lack of parental monitoring influence students’ misbehaviours in school. This can be related

to P4’s response to how work dynamics between parents may cause students to seek attention in

school through negative behaviours. Respondents further reflected on divorce and domestic issues as

contributing factor to student misbehaviour. Psunder (2009) reflected on these issues by identifying

concerns with students social and emotional needs. This presents similarities with P2’s response in

relation to how students deal with “psychological and emotional challenges” constructed within their

family. Furthermore, Cothran, Kulinna & Garrahy (2009) suggest that students should be taught

values by parents at home. P4 also depicts that values, discipline and beliefs are constructed from

young people’s home life.

In addition, another comparison that can be depicted between the interview responses and literature

synthesis is in relation to teacher influences. Psunder (2009) highlighted how teachers to some extent

influence student misbehaviours, through ineffective pedagogical approaches. These views to some
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extent can be portrayed through the interview findings. For example, P6 emphasises how learning

difficulties impact students’ behaviours within the school. There is a difference in responses

presented here by Psunder (2009) and P6. This is because P6 provides perspectives into grasping

students learning capabilities. Psunder (2009), however, emphasises that teachers are to understand

student’s needs. This argument links in with P5 who indicates that students needs are not being met

within the classroom. Both these distinctions provide a complex understanding into the difference of

opinions as to why young people misbehave in schools.

Moreover, P1 and P4 both reflect on the aspects of school systems and structures as a contributing

factor towards student misbehaviours. P1 emphasises the importance of fairness and consistency

with how students are punished when they misbehave, as this will ultimately cause misbehaviours of

other students. Smith & Gorard (2012) reflect on this notion by identifying how “students’

experiences of justice and injustice”, will determine their attitudes towards teachers (pp. 28).

Students attitudes will result in negative behaviours; therefore, it is important that teachers are

consistent with their punishment towards misbehaviour.

The interview responses, especially by P6 and P4 reflected on the aspects of technology as a

contributing factor towards student’s misbehaviour. This finding can be depicted as a significant

difference presented from the literature synthesis. This is because the literature synthesis did not

present any connections related to young people’s misbehaviour within schools. P6 depicted that

misbehaviours by students may be a result of social media distractions, due to the willingness to be

constantly active online. P4 suggested how the use of phones and internet can contribute to students’

misbehaviours through their lack of classroom participation. This was an interesting point that the

respondents reflected upon, which was not apparent in academic literature, suggesting that research

in this area may still need to be explored.

Furthermore, the similarities and differences presented above from the interview findings and

literature synthesis provide a complex and insightful understanding of why young people misbehave

in schools. Considering the various aspects demonstrated by the interview responses and literature
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synthesis, it can be argued that there are two predominant contributions in relation to why young

people misbehave in schools. This includes the aspects associated with student’s home life

(parents/family) and the school (teachers/peers). Therefore, it is evident that these aspects share a

complex relationship, which contributes to why young people misbehave in schools.

Implications & Applications

Personal awareness and teaching practices

The interview findings and literature synthesis both provide various reasons as to why young people

misbehave in schools. The findings are critical in understanding how misbehaviours occur within the

school environment, especially for my own personal awareness and teaching practices. For example,

the notions depicted in the aspects of family and home life has broadened my understandings in

relation to why students misbehave. This further demonstrates Psunder’s (2009) statements in relation

to understanding students social and emotional needs. Considering these findings gained from the

interviews and literature synthesis, I believe that building students’ relationship with teachers is an

approach that can be taken to manage the causes of student misbehaviours within the school (De

Nobile, Lyons & Arthur-Kelly, 2017). I believe that it is important for me to understand students’

learning needs within the classroom, therefore developing a positive relationship with students will

assist in fulfilling these needs.

Teacher consistency and fairness is another point of interest that has developed my personal awareness

of teaching practices. I believe that teacher consistency and fairness is definitely important to consider,

as I believe students are impacted by teacher choices in relation to the punishment of misbehaviour. In

terms of teaching practices, I believe it is very important for teachers to maintain a fair classroom. This

is to be done by ensuring that the decisions made towards behavioural issues are carried throughout

teaching practices. This finding, in particular, has made me realise how teacher decisions can create

conflict and barriers to forming positive relationships amongst students. Therefore, I believe being

aware of the behavioural punishments given to students is vital for my own teaching practices in order

to maintain fairness and consistency.

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Furthermore, I believe that effective communication is also essential for my own personal awareness

and teaching practices (De Nobile, Lyons, Arthur-Kelly, 2017). The findings from this report have

definitely made me realise how effective communication amongst students is vital to understand

students learning needs. Therefore, as a future teacher, I believe that communicating with students in

relation to their interest will assist me in planning lessons that are relatable to students, which will

further form engagement.

To conclude, the report has thoroughly provided a succinct and critical understanding in relation to

why young people misbehave in schools. The interview findings and literature synthesis have provided

a broad understanding of the various reasons as to why young people misbehave. Overall the findings

demonstrate the complexities between the school and the home life of students as both contributing

factors towards student misbehaviour. The findings, therefore, provide an insightful consideration into

the occurrences of student behaviour and create understandings for personal awareness and teaching

practices.

Words
2317

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References

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student misbehaviour. Physical Education and Sport Pedagogy, 14(2), 155-167.

doi: 10.1080/17408980701712148

Crawshaw, M. (2015). Secondary school teachers’ perceptions of student

misbehaviour: A review of international research, 1983 to 2013. Australian

Journal of Education, 59(3), 293-311.doi: 10.1177/0004944115607539

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

South Melbourne, Australia.

McGregor, G., & Mills, M. (2012). Alternative education sites and marginalised young

people: ‘I wish there were more schools like this one’. International Journal of

Inclusive Education, 16 (8), 843-862. doi:10.1080/13603116.2010.529467

Jennison, K. (2014). The impact of parental alcohol misuse and family environment on

young people’s alcohol use and behavioural problems in secondary

schools. Journal of Substance Use, 19(1-2), 206-212.doi:

10.3109/14659891.2013.775607

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Koutrouba, K. (2013). Student misbehaviour in secondary education: Greek teachers'

views and attitudes. Educational Review, 65(1), 1-19. Retrieved from

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Kyriacou, C., & Ortega Martín, J. (2010). Beginning secondary school teachers’

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Peguero, A. (2011). Immigration, schools, and violence: Assimilation and student

misbehaviour. Sociological Spectrum, 31(6), 695-717.doi:

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Pšunder, M. (2009). Future Teachers' Knowledge and Awareness of their Role in Student

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Smith, E., & Gorard, S. (2012). ‘Teachers are kind to those who have good marks’: A

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school. Compare: A Journal of Comparative and International

Education, 42(1), 27-46. doi: 10.1080/03057925.2011.629073

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Xu, Y., & Fan, L. (2018). Diverse friendship networks and heterogeneous peer effects

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