The Development of Early Delinquency: Can Classroom and School Climates Make a Difference?

Abstract

Previous research has found that school and classroom climates have important effects on children's perceptions and behaviours. More specifically, there are thought to be two types of support (emotional and instrumental) provided at the level of the classroom and the school. Emotional support within the classroom has been found to be most important for some higher-risk children. There has, however, been little research using these concepts with outcomes such as delinquency. Therefore, using two years of the Canadian National Longitudinal Survey of Children and Youth, this study investigates the role of classroom and school climates on the development of early violence and property offending. Results revealed that an emotionally supportive classroom when these children were 10 to 13 years old was related to lower levels of violence two years later, when they were 12 to 15 years old. In addition, a classroom that focused on academics (instrumental support) was predictive of lower property offending. Interpretations and policy implications are discussed.