ASSESSMENT 1 - REPORT

Question: Why do young people misbehave in school?

19935528 – Viganesh Kumar

102082 - Pedagogy for Positive Learning Environments
Assessment 1 - Report

Table of Contents
SECTION 1: LITERATURE REVIEW...........................................................................................................2
Student Misbehaviour and Emotion Exhaustion................................................................................2
Student-Teacher Relationship...........................................................................................................2
Resources..........................................................................................................................................2
SECTION 2: INTERVIEWS........................................................................................................................4
SUMMARY.........................................................................................................................................5
SECTION 3: COMPARING AND CONTRASTING FINDINGS FROM INTERVIEWS AND LITERATURE
REVIEW..................................................................................................................................................6
SECTION 4: IMPLICATIONS FOR PRAXIS.................................................................................................8
REFERENCES........................................................................................................................................10
APPENDIX............................................................................................................................................11
1.1....................................................................................................................................................11

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SECTION 1: LITERATURE REVIEW

Australia’s education system thrives in design and innovation within classrooms specially over the
past decade, although student misbehave continues to be the most prominent factor affecting
classrooms. The question ‘why do young people misbehave in school?’ forms the basis of this report
integrating the analyses and discussion of the distinct factors that influence young people’s
behaviour.

Student Misbehaviour and Emotion Exhaustion

A factor that influences student misbehaviour is its connection to emotion exhaustion with young
people. A study by Tsouloupas et al (2010) suggests that students who misbehave are likely to lack
two emotional regulation of cognitive reappraisal and expressive suppression in their childhood. The
cause of this could be their distant relationship between student and parents, caregivers or siblings.
Another factor could be the repression of a traumatic experience that increases student
misbehaviour, especially displayed in male students (Glock & Kleen, 2017). Students quite often
experience emotional exhaustion when associated with their peers. Some students may seek to gain
attention when associated with their social groups during classroom activities (Kyriacou &
Uhlemann, 2011). However, simple yet effective social pedagogy techniques integrated in
classrooms has incrementally reduced student disengagement and its relationship with student
misbehaviour. Although, the secondary teachers continue to struggle to manage student
misbehaviour particularly those linked to emotional exhaustion.

Student-Teacher Relationship
A recent study by Hagenauer, Hascher, & Vole (2015) suggests that student’s misbehaviour is
associated with teachers’ negative emotion and burnout. This aspect influences students learning
ability by limiting their aptitude to participate in classroom activities. Additionally, students are more
likely to be excluded from their class due to their inability to feel a sense of belonging (Bonell et al,
2017). The root of this is concern derives from the teacher’s negative perception of the student or
the teacher’s failure to practice social strategies in their pedagogy. As a result, this is a common
factor leading to negative student-teacher relationships which is a common factor that heightens the
risk of negative student behaviour classrooms (McGrath and Van Bergen, 2015).

Resources
As technology continues to become an integral criterion into subject curriculums, some students
face the ramifications of accessing basic technology requirements set out by schools. Schools
introduced ‘Bring your own device’ (BYOD) has severely impact students from a low socioeconomical
status background due to the lack of resources available (Callow & Orlando, 2015). A study by

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Greener (2018) reports that low SES students that are unable to access technology in classrooms can
lead to an increase in student disengagement and therefore increasing student misbehaviour. This
statement refers to the absence of belonging in classrooms and loss of power to negatively influence
student behaviour.

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SECTION 2: INTERVIEWS
All questions were moulded to suit the dynamic characteristic and lifestyle of every interviewee
however ensure it convey an accurate context. All participants were asked open ended questions
including ‘what factors contribute to young people misbehaving in school? And how can this be
handled better?’ However, some questions were unrelated to understand their expertise and
perception of the issue.

Name and Age Occupation Answers

Gender
Sailesh Krishan 42 Head Teacher of  Personal issues such as family
(Male) TAS issues, number of siblings.
 Students surround the
student in a negative
environment.
 Lack of motivation and
unable to connect to content
 Handle: Understand students
before teaching.
Shyla Kumar 17 Student  Need to gain attention to
(Female) fulfil a need that they do not
even know exists.
 Personal trauma and
misbehave to avoid
Luke Dalialoa 23 University  Inability to connect to the
(Male) Student content that school offers.
 Diverse learners and
therefore cannot adapt to
one-way learning.
 Social groups in classrooms
 Personal issues outside the
school affecting emotion in
class.
Pravishka Naidu 24 Information  Freedom in high schools
(Male) Technology compared over 5 years.
Analyst  Students misuse technology

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devices in school due to

excess freedom.
 Personal issues- growing up
with uncomforting parents or
caregivers.
David Le (Male) 55 Project Manager  Student environment such as
social groups or peers.
 Transition from low SES to
middle and its access to
resources.
Sharol Kumar 25 Primary School  Peers in classrooms
(Female) Teacher  Lack of resources therefore
more likely to distract others
in the class.
 Personal issues at home
including parents that do not
invest in child’s education.

SUMMARY
In relation to the information gathered from the interviewees, it suggests the most dominant reason
why young people misbehave is originated from their personal issues (view appendix 1.1). These
issues affecting their education can be derived from metal issues from trauma and therefore ‘acting
out’ is their answer to overcome such issues. Personal issues can be derived from family trauma or
disobedient habits developed at a young age. While there was a wide age spectrum between each
interviewee, answers were quite similar, and questions were confidently answered without second
guessing making their answers accurate to their experiences.

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SECTION 3: COMPARING AND CONTRASTING FINDINGS

FROM INTERVIEWS AND LITERATURE REVIEW

Interview findings include a synthesis of factors influencing student misbehaviour in schools

including lack of resources, age discrimination, relation with teachers and emotional exhaustion
from personal issues. As discussed, the most common grounds observed from interviewees,
regardless of age, is the impact of personal issues such as negative relationships with parents. This
concern relates to the findings of student misbehaviour and its relation to emotional exhaustion. For
instance, Mr Sailesh Krishan answers related to student’s inability to learn due to issues occurring
outside of school. This advice relates entirely to Tsouloupas et al (2010) theory including the absence
of cognitive reappraisal and expressive suppression during childhood through to teenage years.
Although the concern of personal issues was not observed by difference in age, gender or ethnicity,
all interviewee opinions suggest that students are more likely to misbehave in schools to avoid their
ramifications occurring at outside of school.

A demographic connection was drawn from interviewees living in Western Sydney. Ms Sharol Kumar
and Mr David Lee both live and work in Western Sydney and share the connection that schools are
not providing availability of resources to students. This notion suggests that teachers that include
technology in their learning activities need to understand the students living standards and ways to
meet their expectations. Both interviewees elaborated if students are unable to meet such
expectations, they are more likely to misbehave in class due to the lack of resources and loss in
motivation. This factor influencing student misbehaviour relates closely to Greener (2018)
perception that students from a low SES background are more likely to ‘act out’ during classroom
activities due to the shortage of technology the school supplies them with. However, Mr Pravishka
Naidu, who grew up in the Eastern suburbs of Sydney, suggested that schools allow for excess
inclusion of technology in classrooms therefore providing student more opportunity to misbehave
using technology. This demonstrates the educational barrier between living in different suburbs in
Sydney and exemplifies ineffective use of resources leading to an increase in misbehaviour in
schools.

Another aspect that can be compared is Bonell et al (2017) theory of belonging in schools. All
interviewees below the age of 26 suggested that there is common concern that teachers are unable
to formulate effective pedagogy strategies to involve all types of students in classroom activities. In
return, in comparison to Bonell et al (2017) advice, students’ disengagement is parallel to teaching
pedagogy in the classrooms which can negatively impact student behaviour. It is suggested that

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interviewees under the age of 26 are more inclined to have this perception as they have recently
completed or completing high school and have experienced this notion. It was recommended by
interviewees that teachers should formulate techniques to improve their pedagogy in classrooms by
involving all students.

In comparison to belonging as an integral strategy to combat misbehaviour, students may abuse

their power during the presence of their social groups. Ms Shyla Kumar, who is currently in high
school, and Ms Sharol Kumar emphasised on their experience of students misbehaving more when
their peers are in the same class. This concerns raises more issues as students tend to talk off topic
during classroom activities or in the interviewee’s words “making a fool of themselves or other” in
order to gain attention. This factor relates to Kyriacou & Uhlemann (2011) theory of students
focusing on building a brand through misbehaving to gain attention in order to fit into contemporary
school communities and social groups. Additionally, this demonstrates a mirroring aspect of Bonell
et al (2017) theory of belonging as students strive to gain attention through misbehaviour to achieve
belonging rather than achieving belonging in a positive manner.

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SECTION 4: IMPLICATIONS FOR PRAXIS

In consideration to resources as an influence on student misbehaviour, there is a considerable

socioeconomical gap between living areas and regulations developed by the government. As
discussed, 3 out of 6 interviewees experiences underlines the ineffective use of resources such as
technology in schools and with students from diverse SES backgrounds. Additionally, the scheme
‘BYOD’ throughout all schools in New South Wales has certainly affected low SES students due to
lack of funds to acquire expected technology for school use and has therefore increased
misbehaviour (Callow & Orlando, 2015). However, the Australian Government intends to invest $5.1
million in STEM focus initiatives including new computer labs and updating technology in classrooms
(Australian Government, 2019). As a result, I intend to accurately allocate resources in my classes to
effectively decrease student misbehaviour.

Misbehaviour in classrooms amongst young people is a common factor that influences lessons for
teachers and other students. Although the notion of a ‘perfect class’ is quite low, teachers are
encouraged to reduce frequent amount of misbehaviour by young people in schools through
positive pedagogy learning. By recognising the concerns and needs of students, teachers are more
likely to transform lessons to their requirements and construct a positive learning environment.
Bonell et al (2017) theory of belonging in classrooms is a dominant pedagogy technique to reduce
student misbehaviour and is a strategy to be considered regardless of the learning area that is
taught.

An array of experiences, opinions and theories were analysed that challenged and impacted my own
understanding of reasons why young people misbehave. One of which was the influence of
resources available for young people in low SES areas. Therefore, limitations exist in allocating
technology for homework activities and allocating resources effectively. Recognising such challenges
will allow teachers to make informed decisions of homework allocation and balance technology use
in class. Through this, I have developed my teaching practice to sequence and schedule effective
workloads to students to minimise student misbehaviour.

Through the course of this study, the theories and views of interviewees analysed support my
teaching practice to innovatively manage student misbehaviour. Tsouloupas et al (2010) theory of
considering the two emotional regulation including cognitive reappraisal and expressive suppression
during the practice of teaching is essential and its parallel outcome to a classroom lesson. To
develop my teaching practice, I will strive to understand my students and their opinions of a given
concept to build and demonstrate their power in classrooms rather than feed them information. My

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key learning area is technology and applied science and therefore requires a set of practical work
which I can use to my advantage to build the skill sets of kinaesthetic learners and minimize
misbehaviour.

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REFERENCES

Australian Government. (2019). Budget 2018-19: Supporting Australian students to meet the
demands of the modern world. Retrieved from https://www.education.gov.au/budget-2018-19-
supporting-australian-students-meet-demands-modern-world

Bonell, C., Shackleton, N., Fletcher, A., Jamal, F., Allen, E., Mathiot, A., Markham, W., Aveyard, P., &
Viner, R. (2017). Student- and school-level belonging and commitment and student smoking,
drinking and misbehaviour. Health Education Journal, 76(2), 206-220.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement
for students from low socio-economic backgrounds with implications for technology and literacy
practices. Pedagogies: An International Journal, 10(4), 349-371.

Glock, S., & Kleen, H. (2017). Gender and student misbehavior: Evidence from implicit and explicit
measures. Teaching and Teacher Education, 67, 93-103.

Greener, S. (2018). Student disengagement: Is technology the problem or the solution? Interactive
Learning Environments, 26(6), 716-717.

Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations
with students’ engagement, classroom discipline and the interpersonal teacher-student relationship.
European Journal of Psychology of Education, 30(4), 385–403.

Kyriacou, C., & Uhlemann, A. (2011). Swiss student-teachers' views of social pedagogy. Pastoral Care
in Education, 29(1), 25-33.

Mcgrath, K., & Van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative
student–teacher relationships and their outcomes. Educational Research Review, 14, 1-17.

Tsouloupas, C., Carson, R., Matthews, R., Grawitch, M., & Barber, L. (2010). Exploring the association
between teachers' perceived student misbehaviour and emotional exhaustion: The importance of
teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173-189.

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APPENDIX

1.1

Interviewee
Comparison Chart

Personal Issues
22%
28% Lack of Motivation
Attention Seeking
Social Groups
Freedom
Lack of Resources
11%

11%

6%
22%

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