Causes of Misbehavior

Review of Related Literature

Misbehavior among students in schools is a major challenge for

educators around the world. Misbehavior can take many forms, including

verbal and physical aggression, defiance, and noncompliance. It is

important to understand the underlying causes of misbehavior to effectively

address and prevent it. This literature review will explore the factors that

SA
contribute to student misbehavior, drawing on research from scholars in

the field.

Research has shown that family factors play a significant role in

student misbehavior. Students who come from homes with high levels of
I
conflict, neglect, or abuse are more likely to exhibit problematic behavior
AL
in school (Laird, Pettit, Bates, & Dodge, 2003). Furthermore, parental

involvement and support have been found to be protective factors against

student misbehavior (Fan & Williams, 2010). Other family factors such as

parenting style and family structure have also been linked to student
C

behavior (Gadeyne, Ghesquière, & Onghena, 2004). Therefore, educators

must consider the home environment of students when addressing

misbehavior in the classroom.

Students with learning disabilities and mental health issues are more

likely to exhibit misbehavior in the classroom. This is because they may

Causes of Misbehavior

struggle with academic tasks or emotional regulation, which can lead to

frustration and acting out (Kern, Childs, Dunlap, Clarke, & Falk, 2016).

Teachers and administrators must be aware of the specific needs of these

students and provide appropriate accommodations and support. Addressing

mental health concerns, such as anxiety and depression, can also improve

student behavior (Weist, Murray, & Rubin, 2004).

School climate refers to the overall atmosphere and culture of a

A
school, and can play a significant role in student behavior. Schools that are

IS
characterized by high levels of safety, positive relationships between

students and teachers, and supportive policies and practices are associated

with lower levels of student misbehavior (Thapa, Cohen, Guffey, &

AL
Higgins-D'Alessandro, 2013). Conversely, schools that are characterized

by bullying, exclusion, and zero-tolerance policies may actually exacerbate

student misbehavior. Therefore, improving school climate through

strategies such as restorative justice and positive behavior interventions and

C

supports (PBIS) can be effective in preventing student misbehavior

(Bradshaw, Mitchell, & Leaf, 2010; Skiba, Michael, Nardo, & Peterson,

2002).

Peer influence is another factor that can contribute to student

misbehavior. Adolescents are particularly susceptible to peer pressure, and

Causes of Misbehavior

may engage in misbehavior in order to fit in or impress their peers

(Dishion, McCord, & Poulin, 1999). Therefore, educators must be aware

of the impact of peer influence on student behavior and work to foster

positive peer relationships and promote prosocial behavior.

The quality of teacher-student relationships is another factor that can

impact student behavior. Teachers who establish positive and supportive

relationships with their students are more likely to have students who

A
exhibit positive behavior (Hughes, Cavell, & Grossman, 1997).

IS
Conversely, teachers who are distant, critical, or punitive may

inadvertently contribute to student misbehavior. Therefore, building

positive relationships with students through strategies such as empathy and

AL
active listening can be effective in preventing student misbehavior (Pekrun,

Elliot, & Maier, 2009).

Effective classroom management strategies are critical to preventing

student misbehavior. Teachers who have well-established rules and

C

routines, clear expectations, and positive reinforcement are more likely to

have students who exhibit positive behavior (Emmer & Stough, 2001).

Conversely, ineffective classroom management practices, such as

punishment and criticism, may actually increase student misbehavior

(Skinner, Furrer, Marchand, & Kindermann, 2008). Therefore, it is

Causes of Misbehavior

important for educators to receive training in effective classroom

management strategies and to continually reflect on and improve their

practices.

Cultural and societal factors can also contribute to student

misbehavior. For example, students from marginalized communities may

experience discrimination and poverty, which can lead to stress and trauma

that manifests as misbehavior (Noguera, 2008). Moreover, societal issues

A
such as racism and inequality can create a sense of hopelessness and

IS
frustration among students, which may contribute to problematic behavior

(Morris & Perry, 2017). Therefore, educators must be aware of the impact

of cultural and societal factors on student behavior and work to create an

AL
inclusive and supportive school environment.

In conclusion, student misbehavior is a complex issue that is

influenced by a variety of factors. Family factors, learning disabilities and

mental health, school climate, peer influence, teacher-student relationships,

C

classroom management, and cultural and societal factors all play a role in

student behavior. Therefore, it is important for educators to take a holistic

approach to addressing misbehavior, considering the multiple factors that

may be contributing to the problem. By doing so, educators can create a

Causes of Misbehavior

supportive and positive school environment that promotes positive student

behavior and academic success.

A
IS
AL
C
Causes of Misbehavior

REFERENCES

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the

effects of schoolwide positive behavioral interventions and supports
on student outcomes: Results from a randomized controlled
effectiveness trial in elementary schools. Journal of Positive
Behavior Interventions, 12(3), 133-148. doi:
10.1177/1098300709334798

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions

harm: Peer groups and problem behavior. American Psychologist,
54(9), 755-764. doi: 10.1037/0003-066X.54.9.755

A
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A
critical part of educational psychology, with implications for teacher
education. Educational Psychologist, 36(2), 103-112. doi:

IS
10.1207/S15326985EP3602_4

Fan, X., & Williams, C. M. (2010). The effects of parental involvement

on students' academic self-efficacy, engagement and intrinsic
motivation. Educational Psychology, 30(1), 53-74. doi:
10.1080/01443410903353302
AL
Gadeyne, E., Ghesquière, P., & Onghena, P. (2004). Longitudinal
relations between parenting and child adjustment in young children.
Journal of Clinical Child and Adolescent Psychology, 33(2),
347-358. doi: 10.1207/S15374424JCCP3302_15

Hughes, J. N., Cavell, T. A., & Grossman, P. B. (1997). A positive view

C

of self: Risk or protection for aggressive children? Development and

Psychopathology, 9(1), 75-94. doi: 10.1017/S0954579497001961

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (2016).
Using assessment-based curricular intervention to improve the
classroom behavior of a student with emotional and behavioral
challenges.