Pedagogy for Positive Learning Environments

Why do young people misbehave in school?

There are many factors that contribute to why young people misbehave in school. It has

become an increasing issue that concerns schools, educators and parents. The factors that

contribute to why young people misbehave in schools range from issues relating to the

schools themselves and issues associated with the students. These issues include low social

economic status, lack of relationships and effort from teachers, limited opportunities offered

to students, their age (puberty), their peers and their influence as well as media and society.

This report highlights these contributing factors based from six interviews conducted from six

different individuals, ages ranging from 20-45, alongside supporting theories from a selection

of readings. Names of the interviewees have not been disclosed due to confidentiality and

reference to them will be according to their gender, for example ‘Female A’ and ‘Male B’.

Section one: Literature synthesis:

Reviewing a number of literature, theorists draw upon various reasons as to why young

people misbehave in school. In the reading ‘The influence of Student Characteristics and

Interpersonal Teacher Behaviour in the Classroom on Student Wellbeing.’ By Van Petegem,

K. Aelterman, A., Vankeer, H., Rosseel, Y. (2008) it highlights the importance for teachers to

establish a positive relationship with their students as it promotes a positive environment for

students to remain focused and motivated on the tasks at hand. This approach intertwines

with the ‘stage-environmental fit’ theory which Ecceles and Midgley (1989) explain; the lack

of fun and the lack of a sense of belonging within the classroom aids to student misbehaviour.

This theoretical approach creates a sense of belongingness for students within the classroom

which in turn allows students to feel some form of control over their learning (Ecceles and

Midgley 1989). Most literature based on young people misbehaving in classrooms share very

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similar ideas regarding the importance of a positive environment being created for students

within the classroom in order to control their level of behaviour and engagement. In the

article "Teachers' attitudes and students' opposition. School misconduct as a reaction to

teachers' dimini shed effort and affect.” By Jannick Demanet and Mieke Van Houttee (2012)

the idea that pre-set expectations by teachers of their students has direct correlation with their

misbehaviour. Studies conducted throughout this article highlight that students react based off

the teacher’s attitude towards them; in particular, if a teacher has low expectations of them,

these students are more likely to misbehave. There is further research that indicates that

teachers spend less time and effort with students they have lower expectations of (Jussim,

1986). These actions then take effect on the relationship between student and teacher, not

only academically but behaviourally (Jussim, 1986; Rubovits &Maehr 1971; Demanet & Can

Houtte, 2012).

Another contributing factor that has been brought up among a number of theorists is the role

that peers and close friends have in influencing misbehaviour of students within a classroom.

Parada (2013) emphasises the importance of friendships during adolescence; being a part of a

social group for young students is a significant aspect of their lives as they tend to seek

comfort in their friends rather than from a parental figure. The article by Laurence Steinberg,

‘Risk Taking in Adolescence’ supports Parada’s (2013) claim concerning the value young

people hold to ‘proving’ themselves to friends and peers. Adolescence is a crucial transiting

period for young people, their need to establish themselves in social groups usually comes

with a cost of adopting ‘styles, values, and interests of one’s friends’ (Steinberg, 2007).

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Section two: Synthesis of main interview findings:

The interviews that took place were all conducted in a conversational manner that allowed for

the individuals being interviewed to not just answer the question proposed to them but to also

explain their answer with short anecdotes justifying their statements. The first interviewee is

a 43-year-old Female mother of 3 who is currently unemployed, her children range between

the ages of 6-16 years old (Female A). The second is a 22-year-old Male student who is

currently undergoing his Masters in Teaching (Secondary), who is also a pre-service teacher

(Male A). The third interviewee is a 27-year-old Female who is currently teaching at a local

High School for almost 5 years (Female B). The fourth is a 21-year-old engineering student

undergoing his third year of university (Male B). The fifth interviewee is a 33-year-old

Female employee who works in retail, who has one child (Female C). The final interviewee is

a 39-year-old male plumber, with his own business; he completed schooling up until year 10,

however he chose to pursue a career in plumbing (Male C).

One of the main themes that were drawn from conversations with Female C and Male C were

the high expectations regarding results and what was deemed as a ‘successful student’ that

their teachers throughout high school expected from their students. Interviewees, Female B,

Male A and Male B also agreed that along with high expectations from teachers there was

also the lack of relationship between teachers and students that played a contributing factor in

demotivating them from their studies. Male A, who is currently studying to become a teacher

explained that throughout high school he would misbehave in certain classes that were taught

by teachers he had no relationship with; he found himself more engaged in content in a

subject that was taught by the teacher who spent time encouraging their students, being more

engaged and trying to create ‘fun’ ways of teaching students rather than “throwing papers of

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content”. Female A had very similar experiences in regards to the correlation of teacher

student relationship and her engagement with certain classes.

Female B, Male B and Male C shared similar reasons as to why young people misbehave,

‘the adolescent age’ and the pressure of their peers; “we were young kids just trying to make

our friends laugh”: Male B, “I was just trying to impress the girl I liked to be honest”: Male

C. Female B, being a teacher has seen the effects that peers have on one another and how

within certain age groups there are evident misbehaviour issues based on their age. Male B

referred to how his friends throughout his schooling days, especially during the earlier stages

of high school, would instigate and encourage each other to “muck up”.

Section three: Comparison and Contrast of findings:

Through examining a number of literature and assessing the interviews conducted, there are

clear themes shared across the board. Most participants of the interviews share the idea that

one of the main reasons why young people misbehave in classrooms is due to the relationship

or lack of relationship students and teachers had. Male A, Male B, Female B and Female C

interviewee share the view that due to their lack of relationship with their teachers throughout

high school, their misbehaviour in class increased. Theorists V. Petegem, K. Aelterman, A.,

Vankeer, H., Rosseel, Y. (2008) back up the views of these interviewees in a contrasting

manner as they discuss the effect of a positive relationship between teacher and students.

Although none of the interviewees mentioned that they misbehaved in classes that were

conducted in a ‘fun’ format, Male A did bring forward that his engagement with content of

certain subjects was depended on the teacher who created an environment that was positive

but also integrated fun and a sense of belonging within the classroom (Ecceles and Midgley,

1989).

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The interviews conducted with Female C and Male C brought forward the notion that their

teachers had set a certain standard and expectation on their students causing a strain on the

relationship these teachers had with their students. This pre-determined ‘low expectation’

from teachers towards certain students, as mentioned by Female C and Male C had set

grounds for these students to misbehave in class based on the teacher’s attitude towards them

(J. Demanet, M.V. Houttee, 2012). Jussim (1986) also indicates that a teacher whom assumes

a low level of work from certain students is more likely to devote less effort and time towards

these students. Conversations with all interviewees reinforced Jussim’s concept of how

teachers’ low expectations diminish students’ motivation to work, thus giving them the

opportunity to misbehave in class.

Conversations with Female B, Male B and Male C were directed towards the concept of the

‘age of adolescence’ as playing a key factor as to why young people misbehaved in class.

These interviewees brought forward little anecdotes explaining how their age and the need to

impress their friends and peers at the time participated in their behaviour within class. Male B

had explained that he had misbehaved in order to make his friends laughed whereas Male C

had said that he acted that way in order to impress the girl he liked. These comments suggest

that views from theorists such as Parada (2013) and Steinberg (2007), that young people hold

value to ‘proving’ and ‘establishing’ themselves within social groups is evident within the

classroom environment is due to this age period. Male B and Male C’s explanations back up

theories that suggest the importance of friendships during the age of adolescence, as peer

approval is an essential part of growing for young students.

Section four: Provide implications for praxis including your personal awareness and teaching

practice:

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Examining the interviews conducted and the literature provided, it is evident that there is

combination of factors associated with misbehaviour of young people within the classroom.

These factors include: the lack of relationship teachers have with their students, thus losing

students’ focus with the content, teacher’s lack of integrating ‘fun’ in their presented work,

teachers’ pre-set expectations of students and the understanding the role age (time of

adolescence) plays.

Given these factors, it is apparent that a teacher’s approach is not to just focus on just

teaching content but to also implement creative, fun and engaging lessons (Glass, Chance and

Bibens, 1990).

Taking into consideration what the interviewees had mentioned regarding their relationship

or lack of relationship with their teachers and how this aspect had not only influenced their

behaviour but also influenced the classroom dynamic, it brings forward the notion that has

been discussed by many theorists such as Ecceles and Midley (1989), and Van Petegem, K.

Aelterman, A., Vankeer, H., Rosseel, Y. (2008) the importance of building a positive

relationship and a positive environment between teachers and students within the classroom.

These theorists’ ideas of the correlation between pre-set low expectations and misbehaviour

within the classroom further exemplifies the need for teachers to change the way approach

students regardless of their marks and behaviour. As mentioned by the interviewees Female C

and Male C, the pre-determined expectation of a ‘successful’ student takes an effect on

students not just academically but also behaviourally; causing a spiral of demotivation

towards their school work, resulting in behavioural issues (Jussim, 1986; Rubovits &Maehr

1971; Demanet & Can Houtte, 2012).

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It is imperative for teachers to be aware that the age of adolescence is a significant

transitioning time for students as they grow to seek approval by friends and peers. Theorists

such as Steinberg (2007) and Parada (2013) describe the role and importance of friendships

during the age of adolescence and the need for young people seek comfort in their friends.

Steinberg (2007) further eludes to the idea of how students of this particular age ‘adopt’

certain characteristics of their peers. Building relationships with students can allow for

teachers to be able to turn these issues into beneficial skills for students to apply into their

work.

Conclusively, there are a range of influences that partake in why young people misbehave

within the classroom. After conducting six interviews and thorough research it is apparent

that misbehaviour cannot be directed as student central issue. Results highlight that it is both

a combination of teacher and student interactions; whether it is the relationship between

teacher and students, students and their work, and students and their friends/peers, there are

methods in approaching these issues that theorists have brought forward through their study.

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References

Demanet, J. and M. Van Houtte (2012). "Teachers' attitudes and students' opposition. School

misconduct as a reaction to teachers' diminished effort and affect." Teaching and Teacher

Education 28(6): 860-869

Eccles, J. S. & Midgley, C. (1989), ‘Stage – Environment Fit: Developmentally appropriate

classrooms for early adolescents’. In R. E. Ames & C. Ames (Eds), Research on Motivation

in Education: Goals and Cognitions. Academy Press. New York. Volume 3. Pp. 13 - 14.

Glass, W., Chance, E.W., Bibens, R.F. (1990). ‘Developing Quality Middle Schools – on

Interview with Dr. William Glasser. Middle school Journal association for Middle Level

Education (AMLE). Volume 21, Number 4. Pp. 1-4

Jussim, 1986 L. JussimSelf-Fulfilling prophecies–a theoretical and integrative review

Psychological Review, 93 (1986), pp. 429-445

Parada, R.(2013). 101642, Positive Learning Environments, French Forest, NSW: Pearson

Australia.

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Rubovits and Maehr, 1971 P.C. Rubovits, M.L. MaehrPygmalion analyzed–toward an

explanation of Rosenthal-Jacobson findings Journal of Personality and Social

Psychology, 19 (1971), pp. 197-203

Steinberg, L. (2007). Risk Taking in Adolescence. Journals.sagepub.com. Retrieved 18

August 2017, from http://journals.sagepub.com/doi/abs/10.1111/j.1467-8721.2007.00475.x

Sullivan, A. M., et al. (2014). "Punish them or engage them?: Teachers' views of

unproductive student behaviours in the classroom." Australian Journal of Teacher Education

(Online) 39(6): 43.

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