Why Do Young People Misbehave In School?

By Nitish Prakash Student Identification: 18413306

Introduction
Students are to be taught in a safe environment but when students themselves misbehave
breaking the rules of the school this safety can be compromised. This Report conducts a
comprehensive review of the literature conducted by professionals in the fields of
adolescent development, behaviour and behaviour management. Interviews with teachers,
parents, preservice teachers and non-teachers were conducted. The purpose of the
interviews were to gain a better understanding of student’s misbehaviour in school from
different perspective. In addition some strategies were also proposed during the interviews
some which may aid teachers in the classroom. The review presented below is a synthesis of
the literature review and interview on “why students misbehave in school” in an Australian
education context.
Student do not misbehave for just one reason there can be a multitude of reasons that
cause them to act out. Dr Rudolf Dreikus an educator and psychiatrist (Stories of the Great
Therapists, 2018) suggested that students misbehaved for self-serving purposes. Four
motives are suggested for this misbehaviour; seeking attention, desire for power, looking
for revenge and lack of self-confidence (Hendricks, 2018). Also some other factors which
may cause students to act inappropriately like Psychological factors. Classroom environment
and problems with curriculum. Positive behavior support (PBS) (Trussell, 2008) is a
behaviour management system that helps create supporting environments for social and
learning outcomes. The creating of this PBS environment aids in the prevention of problem
behaviour arising in the classroom.
The approach that is used are classroom universal interventions. Which are organisational
and instructional behaviours used by teachers to reduce problem behaviours from arising.
Also serving as a foundation for all other levels of PBS. Targeting group interventions reduce
the number of current cases of problem behaviour in small group efforts. Interventions
designed for the needs of a student showing problem behaviors through a functional
behavior assessment (FBA) and PBS (Walker et al., 1996). The classroom universal are
addressed on two levels: focusing on the students environment work in class, class setup,
procedures and evaluation. Secondly teacher use of instructional and interaction behaviour
“associated with reductions of student problem behaviors, including levels of instructional
talk, wait time, positive prompts, negative prompts, and ratio of positive to negative
feedback.” (Trussell, 2008) each level is discussed further within the article.
Reinforces used within intervention plans can be key in influencing positive behaviour
within the classroom. The Behavioural intervention plans (BIP) can be effectively harnessed
by teachers when the following are applied when the situation calls for it (Killu, 2008).
Positive reinforcement rewarding positive behaviour “increase that desired behaviour in
class without the use of a reward” (Friman, 2010). Negative reinforcement removing an
unwanted stimuli as a reward. Positive punishment student gains something from the
experience, negative punishment nothing is gained (Killu, 2008). Each of these catered for
the student can become an effective tool in reducing unwanted behaviour in the classroom.
Target behaviours need to be identified when creating your BIPs and the plan will need to
change over time. Consistently collecting data on the student’s data behaviour can better
improve the BIP for that student.
Interviews
Participants of the interview were just asked the one question in a comfortable setting
(Starbucks) “why they believed students misbehaved in school?” Notes were taken of key
ideas and solutions (pen and paper) while the interview was being conducted. The six
interviewees ranged from 21 -50 years of age refer to table 1. One preservice teacher were
questioned (male). Two non-teachers/preservice teachers were questioned (one male and
one female). Two teachers (male and female) was question and one parent (male) was
questioned. All participants engaged in the interview process giving many reasons behind
student’s behaviour, their answers were not influenced but build on questions were asked
through the interviews. One common question was brought up as the interviewees were
bringing up many issues like attention seeking, home environment, understanding of
content, and engagement. So it was also asked for some participants were asked for
solutions or strategies to combat these issues while others gave strategies to help with the
issues they suggested.
Table 1: Interviewees

Participants Age Role

Person A 21 Preservice teacher
Person B 21 Non Teacher
Person C 46 Teacher (High school)
Person D 50 Parent
Person E 26 Teacher (Primary School)
Person F 22 Non Teacher

Attention
Through the interviews persons A, B, E and F all attributed aspects of attention as a problem
leading to misbehaviour. Person A views were that “the understanding of content leading to
low attention” which acts both ways low attention leading to low understanding and no
progression in class content. To combat misbehaviour in this regard person a suggested
ignoring behaviour that demanded negative attention, but rather encouraging positive
behaviour and only acknowledging good actions. Person B related poor attentions to the
students’ age and engagement in class content. Also an unstable home environment with
“Angry Parents” the child gains no attention as parents are at each other’s necks. Bringing
meaning to the class was suggested as a way to combat the poor attention, relating things
to real world experiences for the students. Person E suggested building a rapport with the
students earning their respect. Maybe finding something they enjoy and relate it to the
class. Person F was the only one to suggest some sort of attention disorder such as ADHD to
be the cause of poor attention in class.
 Home and School Environment
The opinions were varying but all mentioned some sort of environmental factor to be the
case for misbehaviour. Students “lacking discipline” (person F) in the home being able to
“get away with anything” (person A), can mean these students are not seeing the
importance of school and are just doing whatever they want. The point of culture and class
comes up too as students may come from “bad neighbourhoods where what may be wrong
in a school is just normal in their neighbourhood. Social standard in school is “favoured to
more middle class and above with the social and economic capitol” (person B) as well as
engrained ideas of studying to do well and being a good citizen. Some solutions were
provided by the participants, counselling between parents, teachers, and students to help
get to the root of the problems (person D), also suggesting corporal punishment as a way to
treat misbehaviour as “it was used in my day” students were more discipline, agreeing with
similar parental parties in Gomba, (2015). "Corporal Punishment is a Necessary Evil” But it is
a violation of a child’s human rights.
Understanding Content
Lack of interest and motivation as well as low attention are all contributors of students
being unable to understand the content. Interviewees suggested differential learning due to
the content being “either too challenging or not challenging enough” (person A). Using
activities that cater to the learner and help distinguish students with higher abilities from
students who are struggling. Person C identified that the NAPLAN and RAP data can assist in
finding the problem areas for students particularly the literacy and numeracy used through
all subjects.
Engagement
All the factors cause one another it doesn’t always just progress in a linear manner. The
lesson can be made more engaging from differential learning (Person B) “why the
information is important” application to real world was another suggestion. On the
personal level “what the student wants to be creating goals for future outcomes” (Person
C). The content may seem meaningless to the students. Finding new interesting ways to
teach, make a lesson special or different, for example taking a science lesson outside,
instead of making students do book work and note taking.
Compare and contrast
G. Stanley Hall described adolescents as a period of storm and stress. An inevitable part of
their adolescent development. The period brewing with decreased self –control and
increased sensitivity with stimuli around them (Vitelli, 2018). Similar views can be seen
through Hall and the interviewees contributing misbehaviour to conflict with parents and
risky behaviour e.g. peer pressure (Vitelli, 2018). Robert Epstein ideals are different to
Stanley halls that adolescents should be given responsibilities the moment they are ready
(Epstein, 2018) this may be true for Gifted and talented students who become disengaged in
the classroom. Many of the example given by the interviewees agreed to G Stanley halls
statement of adolescents being a period of storm and stress, Person B saying age is a factor
in poor attention, angry parents person d saying that coming from a broken family can be a
cause for misbehaviour and Stanley suggest that conflict with parents occurs during this
period of time.
The Positive learning environments books address the same themes identified through the
interviews as well as Dr Rudolf Dreikus main motives for misbehaviour. De Nobile et al.,
2017 pages 217- 219 and explains the need for these behaviours and how in the long run do
not add back anything to them and are mistaken goals. Attention is seen as a way to find
belonging within the classroom but doesn’t do anything for the long term it is just a short
term experience. Escalation of themes is seen, if attention does not work then power is the
next goal of the student then revenge and finally escape. Within the interviews themes
were given by interviewees but no examples were asked.
The knowledge of these behaviours were known no proper answers to why the Positive
Learning Environment book gives meaning to these motives. Person B made a case of
rebellion against the school which wasn’t brought up by other participants a complete
parallel to the revenge motive students losing a sense of belonging and seeking the more
severe motive. Unlike strategies given by interviewees a clear concise format for identifying
the stages of behaviour are highlighted in the text. Listed in steps: “identifying the goal,
break the cycle of the first reaction, disclose the goal, assert the social reality, and give
choices, consequences” (De Nobile et al., 2017 pages 219- 221). Person C identified that the
NAPLAN and RAP data can assist in finding the problem areas for students in a more
academic sort of sense although behaviour maybe important, The fundamental skills like
literacy and numeracy for students should also be seen too in conjunction with their
behaviour. Sullivan et al. 2014 "Punish them or engage them? Teachers' views of
unproductive student behaviours in the classroom.” Argues that teachers should focus on
how the classroom functions as a whole rather than focusing on solving problem behaviour
issues. Nothing of this sort was mentioned from the interviewees either. A teacher can
develop this understanding sometimes without realising. The best teachers are the ones
who know how their students behave the groups within the class and student to student
interaction.
Implications of analysis
The analysis of articles on the subject of student behaviour in school and the interviews
conducted has revealed many things. The many levels of misbehaviour goals, and the
strategies to combat these. A clear idea of what techniques are used in reducing
misbehavior, promoting responsibility, promoting interest in learning and reducing
distraction (Lewis et al., 2012). It has also become evident that parents and non-teachers
lack the deeper understanding of the misbehaviour in students. The interviews showed the
limited available strategies given. That although there is knowledge on the main themes
behind misbehaviour there isn’t anything deeper than the fact that a student seeks
attention because they do not receive any whilst in the home environment. Teachers and
preservice teachers should be educated on the strategies to combat misbehaviour
highlighted through this article. Helping to create a safe environment for all students.
School should encourage teachers to create Behavioural intervention plans for problem
students take action in there students schooling life (Lewis et al., 2012). A plan that hints,
gives warnings and consequences, explaining that the student has been excluded from an
activity because of their misbehaviour (Lewis et al., 2012). All members of a student’s life
should be enlightened on their issues and the reason for them. The teacher must implement
the techniques mentioned to prevent misbehaviour occurring and leading the student down
to a path of failure.
References
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments (1st ed.,
pp. 144-178). South Melbourne: Cengage learning Australia.
Epstein, R. (2018). Retrieved from http://drrobertepstein.com/index.php/adolescence
Friman, P. (2010). COOPER, HERON, AND HEWARD'S APPLIED BEHAVIOR ANALYSIS (2ND
ED.): CHECKERED FLAG FOR STUDENTS AND PROFESSORS, YELLOW FLAG FOR THE FIELD.
Journal of Applied Behavior Analysis, 43(1), 161-174. Doi: 10.1901/jaba.2010.43-161
Gomba, C. (2015). "Corporal Punishment is a Necessary Evil: Parents’ Perceptions on the Use
of Corporal Punishment in School." The International Journal of Research in Teacher
Education 6(3): 59-71
Hendricks, S. (2018). What Are the Causes of Misbehavior in the Classroom? | Synonym.
Retrieved from https://classroom.synonym.com/causes-misbehavior-classroom-
7804631.html
Killu, K. (2008). Developing Effective Behavior Intervention Plans. Intervention in School and
Clinic, 43(3), 140-149. Doi: 10.1177/1053451207311610
Lewis, R., Romi, S., & Roache, J. (2012). Excluding students from classroom: Teacher
techniques that promote student responsibility. Teaching and Teacher Education, 28(6),
870-878. Doi: 10.1016/j.tate.2012.03.009
Stories of the Great Therapists. (2018). Retrieved from
https://ww2.odu.edu/~eneukrug/therapists/Dreikurs.html
Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them?
Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian Journal of
Teacher Education, 39(6). Doi: 10.14221/ajte.2014v39n6.6
Trussell, R. (2008). Classroom Universals to Prevent Problem Behaviors. Intervention in
School and Clinic, 43(3), 179-185. Doi: 10.1177/1053451207311678
Vitelli, R. (2018). Storming into Adulthood. Retrieved from
https://www.psychologytoday.com/au/blog/media-spotlight/201309/storming-adulthood
Walker, H., Horner, R., Sugai, G., Bullis, M., Sprague, J., Bricker, D., & Kaufman, M. (1996).
Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age
Children and Youth. Journal of Emotional and Behavioral Disorders, 4(4), 194-209. Doi:
10.1177/106342669600400401