The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools

Abstract

ABSTRACT Social participation is a crucial condition for successful learning in inclusive primary schools. Unfortunately, students with non-compliant classroom behaviour are at risk of being socially excluded from their class. Recently, students’ attitudes have been identified as the central indicator of the social participation of students with non-compliant behaviour in the classroom. However, the determinants of students’ attitudes are unclear. In accordance with the ‘contact theory’ and the principle of ‘homophily’, we investigated the relationship between students’ attitudes towards peers with non-compliant behaviour, their contact experiences with peers with non-compliant behaviour, and their experiences of having behavioural difficulties or formally assessed special educational needs (SEN) themselves. 589 fourth grade primary school students completed a questionnaire on their contact experiences and attitudes towards peers with non-compliant behaviour. Additionally, teachers provided information on students’ behavioural difficulties and formal SEN. Results from a multilevel regression analysis revealed that students’ attitudes towards peers with non-compliant behaviour could be explained by their contact experiences. Overall, our findings emphasise the importance of students’ contact experiences in relation to their attitudes towards peers with non-compliant behaviour and mark an important initial point for the implementation of future interventions (e.g. peer-mediated learning) that foster valuable contacts and positive attitudes.