Abstract
Previous studies have shown that high levels of impulsivity are often associated with negative educational and social progress. A study is underway examining the effects of impulsivity in adolescence in the context of secondary education in England. Teacher perceptions are initially being sought, to be followed by parent and pupil perceptions. A future stage will involve tracking pupil progress and will investigate links with these perceptions. It is hoped that this will lead to implications for management and prevention of negative outcomes.
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