Abstract
A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton’s insights into anomie and Bernstein’s theory of cultural transmission (which focuses on schools’ instructional methods and students’ internalization of schools’ values). A seven-category classification system identifies students’ risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools’ role in aspiration realization; responses to schools’ instructional methods; and internalization of schools’ values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students’ perceptions regarding their school’s educational outcomes, degree of acceptance at school, and their school’s values. We then consider student dispersal across schools, and how age may affect students’ categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences.
Highlights
This article proposes a new conceptual framework for understanding the relationships between teenagers’ school connectedness and aberrant behavior, including violence and substance use, based upon the application of two influential sociological theories
The outlined framework builds upon insights into relationships between school culture and students’ health-related behaviors developed by Markham (2015) and the theoretical framework for health promoting schools developed by Markham and Aveyard (2003)
A growing body of evidence finds that adolescents who are weakly connected to school are at increased risk of a range of aberrant behaviors, including violence, bullying, and substance use (Bonell et al, 2019; Markham, 2015; Rowe & Stewart, 2009; Waters et al, 2009; West et al, 2004)
Summary
This article proposes a new conceptual framework for understanding the relationships between teenagers’ school connectedness and aberrant behavior, including violence and substance use, based upon the application of two influential sociological theories. We propose, drawing upon Bernstein (1977), Merton (1938), and Kellam et al (1998), that three key factors may cause frustration among these students: Schools’ educational outcomes, Students’ sense of acceptance at school, and The values underpinning the regulatory order. We propose that Rejecter Innovators and Rebel Rejecters most commonly do not value their school’s educational outcomes, are not empathetic with regulatory order values, and are unlikely to feel accepted by their school outside their friendship groups with like-minded students.
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