102082 PPLE Assignment 1 18575907

Why do young people misbehave at school?

Student misbehaviour in schools continues to dominate as one of the most

important educational issues within Western countries and developing nations
(Reupert & Woodcock, 2011). A behaviour is viewed as problematic when it is
not necessarily rule breaking but inappropriate or disruptive in the classroom
setting (Sun & Shek, 2013). Crawshaw (2015) argues that undermining teaching,
student misbehaviour and interference with the learning process results in
reduced opportunities for learning and has an impact on the general academic
climate of the educational institution (Fish, Finn & Finn, 2011). Research has
found that when misbehaviour in schools is not corrected properly, it gets
progressively worse with time, lowers academic achievement and schools see an
increase in delinquent behaviour (Sun & Shek, 2013). This paper addresses the
question Why do young people misbehave in school? by discussing classroom
management theories, and analysing contemporary and relevant academic
literature to determine the reasons for student misbehaviour. Further, to
undertake this assessment task, six individual interviews were undertaken with
teachers, pre-service teachers, parents and non-teachers. Within this paper, the
findings from the literature and individual interviews are compared and
contrasted, to devise an argument as to why young people misbehave in schools.
Finally, the last section of this paper looks at the implications for individual
future teaching practices within the classroom and school, and how personal
reflexivity links to Choice Theory (Lyons, Ford & Slee, 2014).

There are various classroom management theories that explain the reasons for
student misbehaviour in school (Lyons, Ford & Slee, 2014). Goal centered theory
states that students misbehave for social recognition, whereas Choice Theory
argues that students misbehave, as they are not having their basic needs of
belonging, power, freedom and fun being met. Cognitive behavioural theory
argues that students are in charge of their own self-management skills to the
point of being behaviourally independent (Lyons, Ford & Slee, 2014).
102082 PPLE Assignment 1 18575907

In general, the reasons for student misbehaviour differ for students, teachers,
parents and communities (Baron, 1990). One key difference is that teachers often
attribute misbehaviour within the classroom to unknown or home factors,
whereas students claim they misbehave due to a lack of attention or
understanding of classroom content (Cothran, Kulinna & Garrahy, 2009). This is
backed up by Choice Theory, which states that students misbehave because their
needs are not being met. According to Cothran, Kulinna & Garrahy (2009),
neither group is willing to own the problem of student misbehaviour, and until
then, it cannot and will not be solved. Further, teachers and the general public
tend to blame the disciplinary actions taking place at home, whereas students
put the blame onto all others, including peers, teachers and parents (Baron,
1990). Teachers leaned towards blaming parent related sources whereas
students claimed, lack of teacher control and misbehaviour never punished to
be significant reasons for their misbehaviour within schools (Baron, 1990).

Khoo & Oakes (2003) argue that students misbehave to deal with negative
academic comparisons between students. Students often view schools and
classrooms as a place where social comparison is high and encouraged (Goethals
& Darley, 1987 as cited in Khoo & Oakes, 2003). Consequently, the risk of
academic failure, failure to attain what is required or being embarrassed in front
of peers can lead to anger, resentment or loss of interest and motivation. Feeling
inadequate can lead to the student removing him or herself from the
circumstances that feed into these feelings, where they are no longer engaged or
learning. This further ties in with Choice Theory, as students have an innate need
for belonging.

Further, Crawshaw (2015) argues that the transition into the secondary school
setting is a reason for high rates of misbehaviour among high school students.
This involves an adjustment to different settings, whereby students have
different teachers for different subjects and have a period-based day. Secondary
schools also tend to be larger, more impersonal and more teacher-centered, in
comparison to primary schools (Crawshaw, 2015).
102082 PPLE Assignment 1 18575907

The interviews for this research paper were undertaken by having discussions
with six people, both male and female, one-on-one, about their thoughts on why
they believe students misbehave in school. There was an element of rapport
between the interviewer and each of the interviewees, which is crucial when
conducting qualitative research interviews (Ullman, 2015). The interviewees
included a male teacher, male parent and male non-teacher as well as two female
pre-service teachers and one female non-parent. Participants were selected
carefully, to ensure a fair representation of ages, whereby participants were aged
from late 20s to early 60s. The interviewees for this investigation were:

Interviewee A: male parent;

Interviewee B: female non-teacher;
Interviewee C: female pre-service teacher;
Interviewee D: male high school teacher;
Interviewee E: male non-teacher, and;
Interviewee F: female pre-service teacher.

Interviewee D is a high school mathematics teacher. This is of particular

importance to this study, as the Key Learning Area of the interviewer is
mathematics, and while behavioural management strategies can be universal
across all KLAs, there are specific strategies and perceptions associated within
mathematics, that can be used specifically for behaviours within the mathematics
classroom.

There were four underlying themes most relevant to the context of student
misbehaviour within the school and classroom that were revealed during the
interviews. These were:

Student disengagement and lack of understanding;

Lack of respect;
Learning difficulties, and;
Home or family circumstances.

Many interviewees claimed that student disengagement and lack of

understanding of academic content is one of the main reasons for student
102082 PPLE Assignment 1 18575907

misbehaviour. Interviewee B argues that misbehaviour is due to boredom and

not being stimulated while interviewee C and F support this argument; through
the claim that students act out when they cannot do the work properly. Further,
interviewee E asserts that one of the biggest reasons for student misbehaviour is
that the structure of the curriculum and school environment can be disengaging
for certain types of people, as well as forcing students to stay in school past year
10. Further, he goes on to argue that schools do not teach students how to think,
it teaches them how to answer questions correctly, and quoted the proverb give
a man a fish, and you feed him for a day. Teach a man to fish and you feed him for
a lifetime. Interviewee D argues that in mathematics, many students use poor
behaviour as an out when they are finding work challenging. This may be a result
of continued poor results and understanding in math.

Lack of respect for teachers and school settings, was regarded as a key reason for
student misbehaviour. Interviewees referred to a lack of respect for authority and
the parents attitude towards teachers and schools, which is often mirrored by
their child. Interviewee A claimed parents do not back up the teacher when a
child comes home and complains about something, parents blame the teacher
and interviewee B argued older students do not respect authority.

Throughout most of the interviews, there was a key focus on learning difficulties
as a main contributor for student misbehaviour. It was common for interviewees
to suggest that genuine learning difficulties, such as dyslexia or dyspraxia, cause
students to misbehave, as they cannot do the work, and misbehaving works to
take their focus off their lack of understanding. According to interviewee E when
students with learning difficulties are not receiving additional support from
school or home, they have the potential to act out within the classroom.

The final underlying theme that became evident throughout the interviews is
home or family circumstances. Many argued that dysfunctional relationships at
home tend to affect behaviour within the classroom. It was common to suggest
that what goes on at home is mirrored in the classroom, and many students
misbehave as a cry for help. Interviewee C suggests, personal pressures, such as
102082 PPLE Assignment 1 18575907

dysfunctional families, can be imitated within the classroom. Due to the high
prevalence of this theme, it is clear that teachers have a duty and responsibility
to attempt to understand each students individual circumstances and build a
positive relationship with them.

One of the common themes throughout both the interviews and the academic
literature is the belief that students misbehave as a result of external factors, for
example, home or family life. This ties in with student-teacher relationships and
how positive learning environments and relationships can lead to better
classroom management and behaviour. If teachers have a positive relationship
with students, they can begin to understand their external environment and the
potential reasons for their misbehaviour. For teachers, the problem of student
misbehaviour cannot change until they start to address the problem, and
knowing their students and how they learn is a good starting point. Based on
these findings in both the literature and interviews, it is crucial for teachers to
contact parents and carers as a behaviour management strategy (Kulinna, 2008).

In addition, lack of engagement is another common theme that emerged

throughout both the academic literature and the interviews, as a reason for
student misbehaviour. This is especially important for mathematics, where
student disengagement is highly prominent. This links in with learning
difficulties and how teachers are faced with the difficult task of ensuring all
students are engaged within the classroom, by differentiating their teaching
methods. It is therefore important for teachers to be aware of signs of learning
difficulties, as well as knowing each individual student and what can be done to
ensure engagement in the classroom.

There were themes present in the academic literature that did not come up
within the interviews, and vice versa. For example, in the interviews, it was
evident that interviewees viewed lack of respect for the teacher and school
setting as a particularly important reason for misbehaviour in schools, whereas
this was not discussed in the literature. Further, in the academic literature, it was
argued that students misbehave because they view schools as competitive
102082 PPLE Assignment 1 18575907

environments and when they do not meet these expectations, they choose not to
engage in the classroom. While these themes were different and did not overlap,
they still suggest potential reasons for student misbehaviour and they should be
taken into account when considering classroom and pedagogical teaching
strategies.

Based on the findings in the academic literature and the interviews, there are
very clear and explicit implications for my future teaching practice. These are
linked to Choice Theory, whereby my responsibility as a teacher is to create a
positive environment where individual students needs are met (Lyons, Ford &
Slee, 2014). Firstly, I will make it a priority and a personal goal to ensure I know
my students and how they learn. While being assertive, having clear expectations
and a positive learning environment is important, it is also important for me to
have rapport with each one of my students and build positive relationships. I will
do this through communicating positive expectations, treating all students
equitably, reassuring students that they have the ability to do well and correcting
students in a constructive way (Boynton & Boynton, 2017). This is especially
important for a mathematics classroom, where many students experience
anxiety and lack of confidence. I will also differentiate my teaching instruction as
to accommodate for all learning styles, to ensure all students remain on task, are
engaged and understand the academic content.

Further, to lessen the degree of behavioural problems within my classroom and

school as a whole, I will ensure I promote a positive and respectful learning
environment. I will do this by listening, addressing students by their name and
encouraging learning through mistakes that are made. Students will not be
penalised or embarrassed for making mistakes, and I will use it to encourage
growth and promote learning within my classroom. In addition, I will not
compare students to one another, as to not create classroom and school settings
that are overly competitive, which can bring out feelings of inadequacy among
students, which can cause them to misbehave.
Finally, another critical action I will take throughout my teaching practice is
professional reflexivity. Professional reflexivity is necessary to ensure teachers
102082 PPLE Assignment 1 18575907

learn from their past practices and determine what can be done differently in the
future to achieve their teaching and learning objectives (Stngu, 2012). In terms
of behavioural management, it will be used to analyse what worked, what did not
and what could be done differently next time to reduce student misbehaviour
and promote learning.

In conclusion, there are a range of different reasons for student misbehaviour

discussed in the classroom management theories, academic literature and the
individual interviews. There were themes that crossed over in the theories, the
literature and the interviews, and others that were singular. While it was
common for teachers to view the reasons for misbehaviour as external factors,
and for students to blame in-school factors, what is important is how these issues
are addressed. Teachers have a responsibility to review and change their
teaching practices, create positive relationships with students and to create
positive learning environments to reduce the likelihood of student misbehaviour
and to improve learning outcomes.

Reference List
102082 PPLE Assignment 1 18575907

Baron, M.A. (1990). Whos to Blame for Misbehavior in Our Schools? The Clearing
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Boynton, M. & Boynton, C. (2017). Developing Positive Teacher-Student Relations.

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Cothran, D.J., Kulinna, P.H. & Garrahy, D.A. (2009). Attributions for and
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Crawshaw, M. (2015). Secondary school teachers perceptions of student

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Fish, R.M., Finn, K.V. & Finn, J.D. (2011). The Problems Public Schools Face: High
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Khoo, A.C.E. & Oakes, P.J. (2003). School misbehaviour as a coping strategy for
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based on teachers perceptions. International Journal of Child Health and Human
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