Behaviour In Secondary Schools Research Articles

Relationship between classroom management practice and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.

Relationship between physical classroom layout and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-County, Mombasa County, Kenya. The objective of this study was to determine the relationship between classroom layout practices and student disruptive behaviour in the classroom mixed secondary schools in Kisauni sub-County, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling technique was used to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95% significance level. Data was presented in tables, diagrams and charts. There is a moderate correlation between practices on physical classroom layout and students disruptive behaviour (r =.305, p .000<.05, ? = .305, p =.000<0.05, t = 4.914). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours. The findings of this study shall be used by school administrators and the government.

An Analysis of Ubuntu Theory of Management: Reimagining Africanised Leadership Towards Improving Discipline in Nigerian Secondary Schools

School indiscipline is an issue that is a worry all over the world. Particularly in Nigerian secondary institutions, the threat of indiscipline poses a challenge to overall academic efficacy and has impeded the achievement of educational goals and objectives. In response to the scourge of indiscipline that has infiltrated Nigerian schools, this paper’s goal is to consider the application of the Ubuntu Theory of Management (UTM) in addressing students’ indiscipline in Nigerian secondary schools. It argued that Ubuntu is an African perspective management tool that can be used to tackle students’ indiscipline in African countries in general and Nigeria in particular. In the same spirit, it turns into a helpful tool for maintaining student behaviour in secondary schools in Nigeria. The theory’s applicability to disciplinary management has been sufficiently illustrated in this paper. Keywords: Discipline, Ubuntu, Secondary School, Inclusivity, Decision-making

Relationship between Rewarding Positive Behaviour and Disruptive Behaviour in Secondary Schools in Nairobi County Kenya

It is estimated that about 20% of secondary school students in Kenya display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. For instance, from the literature reviewed, it is clear that disruptive behaviour is as a result of punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. The aim of this study therefore, was to investigate the correlation between rewarding positive behavior; teaching alternative behavior and disruptive behaviours among form two students in Dagoretti Sub County. Specifically, the study investigated the relationship between rewarding positive behaviour and teaching alternative behaviour and disruptive behaviour. This study employed a mixed research methodology in which both quantitative and qualitative methods were used. Data was collected because the study was aimed at establishing if there was a significant relationship between behaviour support strategies and disruptive behaviours among form two students. According to Kothari (2004) quantitative research methodology focuses on numeric and detailed data that is collected using structured research instruments while qualitative methodology collects data from the respondents using narratives. Questionnaires were used to collect data on the study variables and then analysed using computer software to answer the research questions. Interview schedule was used to collect qualitative data from the guidance and counselling teachers. This research methodology was appropriate for this study because it provided an in-depth understanding of the research problem since it employs diverse approaches in data collection. The study was based on Problem Behaviour Theory. To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. This study primarily utilized structured questionnaires for the classroom teachers and students to collect data on Rewarding positive behaviour used by teachers and disruptive behaviour. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyze quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson product moment correlation analysis was employed to test hypotheses. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = – .29, p < 0.05. Since the study found that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour among students, teachers should ensure that they come up with comprehensive guidance and counselling programs on teaching the students desirable behaviour and rewarding positive behaviour. This will go a long way in reducing disruptive behaviour among secondary school students.

Teaching Learning Methods and Students’ Moral Behaviour

This study sets out to examine the relationship between teaching methods and students’ moral behaviour in secondary schools. The improvement of students’ moral behaviour in Cameroon is an ongoing process. The study deals with students’ moral behaviour which has dropped in the past five years and is increasingly gaining grounds in Cameroon. There has been a constant increase of violence, juvenile crimes, aggressiveness, cheating in exams, disrespect, irresponsibility just to name but a few deviant students’ behaviour. The objective of the study was to investigate the effects of teaching methods on students’ moral behaviour. The research applied a mixed methodological approach which is a combination of qualitative and quantitative approaches at different stages in the research process. Teaching learning methods was measured using Element Based Curriculum Development Model Questionnaire scale adopted from Aslan and Gunay (2016). The students’ moral behaviour was assessed using Understanding the Moral Values of Young People and their character development questionnaire sub scale by Beng (2018). The semi structure interview guide was adopted from Askell-Williams (2001) focusing on achievement goals (Pintrich, 2000). The validity and reliability of these research instruments were assessed and determined. The review of related literature was focused on teaching methods and student’s moral behavior with models and theories. The samples were 100 students, 50 with disciplinary problems and 50 without disciplinary problems, 7 discipline masters and 7 citizenship teachers selected for the research through the simple random sampling techniques. Data collected from the respondents was analyzed using descriptive statistics, stepwise multiple regression analysis and Pearson Product Moment Correlation Coefficient. The research findings indicated a significantly positive relationship between teaching methods and students moral behaviour. If teaching methods is improved by 10%, students moral behaviour will be improved by 0.19% .Students’ moral behaviour should be developed through teaching learning methods and the integration of moral education in all lessons in the school curriculum. Keywords: curriculum development, moral behaviour, and violence. DOI: 10.7176/JEP/13-29-05 Publication date: October 31 st 2022

Domestic Violence and its Influence on Students: the Prevalent of the Various Forms of Domestic Violence in Bungoma County, Kenya

Abstract The study aimed to investigate the influence of domestic violence on students’ classroom behaviour in secondary schools in Bungoma County, Kenya. The study explored this by examining the extent to which various forms of domestic violence (DV) influenced students’ classroom behaviour. The research utilized the theory of behavioural psychology, which emphasizes that behaviour is acquired or learnt from the surrounding. Descriptive survey design was used. The target population comprised of 1600 individuals, from which 648 were sampled using purposeful, stratified and random sampling. The study sampled 36 principals, 36 guidance and counselling teachers and 576 students. The research tools were: questionnaires for the students, interview schedule for the principals and guidance and counselling teachers. The questionnaires were analysed quantitatively and the interviews data was analysed qualitatively. The findings reveal students are victims of DV. Secondly their personality is affected. The study recommends measures to be taken against the perpetrators depending on individual differences and schools to be facilitated with rehabilitation facilities for student victims.

EMOTIONAL INTELLIGENCE AND DELINQUENT BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE, NIGERIA

This study examined emotional intelligence and delinquent behaviour among secondary school students in Obio/Akpor Local Government Area of Rivers State. A correlational research design was adopted for the study. Three purposes of study, three research questions and three hypotheses guided the study. The population of the study consisted of all the senior secondary school students in the 20 senior secondary schools in Obio/Akpor Local Government area. The population was 17,227. The instrument was subjected to face validity by the researcher's supervisor and two experts in the field of Measurement and Evaluation. The reliability of the instruments was determined through the use of the Cronbach Alpha Method. The following reliability indices were obtained namely: SEII(r=0.67) and SDBI (r=0.80). Pearson Product Moment Correlation was used to answer all the research questions and also used to test all the hypotheses. Results of the hypotheses were tested for significance at 0.05 alpha level. The finding of the study revealed that self-awareness, social awareness and emotional maturity had no significant relationship with delinquent behaviour of students as such the three hypotheses stated in null form were retained. Based on these findings, it was concluded that proper self-awareness, social awareness and emotional maturity as part of emotional intelligence play some major role in students’ delinquent behaviour in secondary schools. Recommendations were made, that teachers should acquire adequate information about students and help students in managing their emotions, policymakers should formulate educational programmes with specific reference to emotional intelligence to address student’s antisocial behavioural tendencies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0921/a.php" alt="Hit counter" /></p>

Role of Drama Skills in Regulating Students’ Behaviour in Secondary Schools in Central Region, Kenya

Role of Drama Skills in Regulating Students’ Behaviour in Secondary Schools in Central Region, Kenya

The Impact Of Societal Re-Orientation Programme (A Daidaita Sahu) In Minimizing Adolescent Anti-Social Behaviour Among Senior Secondary School Students In Municipal Education Zone, Kano-Nigeria

The study investigated the impact of societal re-orientation programme (A Daidaita Sahu ) in minimizing adolescent antisocial behaviour among senior secondary school students of Municipal Education Zone, Kano-Nigeria. The objectives of the study were to find out the impact of A Daidaita Sahu in minimizing adolescent antisocial behaviour among students of the study area, identify the strategies used by A Daidaita Sahu in minimizing adolescent antisocial behaviour among the students respectively. The study adopted Ex post Facto (EPT) design. 245 samples out of 1,041 teacher’s population and 10 samples out of 37 principals were used for the study. Two (2) instruments were used for data collection in the study, namely: A Daidaita Sahu implementation strategy Scale (AIS-Scale) and Anti-social behaviour checklist (AB-Checklist) respectively. Reliability of internal consistency was sought using Cronbach’s Alpha formula. A positive reliability index for the AIS-Scale was found to be 0.744. The findings of the study revealed that A Daidaita Sahu programme has impact in minimizing adolescent antisocial behaviour among students. Mass media campaign, sensitization during school assemblies, involvement of; teachers, parents, religious leaders, CBOs, NGOs and student club and societies were the strategies used by A Daidaita Sahu in minimizing adolescent antisocial behaviour among students. Based on the findings above, the study recommends that Mass media campaign, sensitization during school assemblies and involvement of PTA, religious and community leaders, civil society organizations, government and educational administrators should be made the major strategies to be used in the fight against antisocial behaviour in secondary schools.

Aggressive Behaviour in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors

Aggressive Behaviour in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors

Acute Effects of Energy Drinks on Behavioural Sanctions in Secondary School Children: A Preliminary Study

<p>A large body of research suggests that diet can exert significant effects on behaviour, mood, and cognition. Of particular concern in recent years has been the rapid rise in popularity of highly caffeinated energy drinks, with some suggesting that they may negatively impact the performance, behaviour and health of schoolchildren. The current study aimed to assess whether these products exert acute effects on the likelihood of children receiving detentions. In addition, another known risk factor, the omission of breakfast, was also recorded. Participants in the current study came from a cohort of 3071 pupils attending three secondary schools in the South West of England. Those who were given a detention during a weeklong period of December 2013 (<em>N</em> = 40) were asked to state whether or not they had consumed an energy drink and eaten breakfast that day. The results were then compared to a control day later in the same week on which detentions had not been received. The children given detention were found to be more likely to habitually consume energy drinks and skip breakfast than other children in the cohort from which they came. The major difference between detention and control days was that on detention days there was an increase in both missing breakfast and consuming energy drinks. Though conclusions must be tentative due to the preliminary nature of the study, the results indicate that breakfast intervention programmes and restricting energy drink consumption may be effective methods for reducing problem behaviour in secondary schools.</p>

Having a positive influence on the quality of school meals

British Journal of School NursingVol. 8, No. 6 Health PromotionHaving a positive influence on the quality of school mealsSara PatienceSara PatienceSearch for more papers by this authorSara PatiencePublished Online:27 Sep 2013https://doi.org/10.12968/bjsn.2013.8.6.279AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Adamson A, Spence S, Reed L, Conway R, Palmer A, Stewart E, McBratney J, Carter L, Beattie S, Nelson M (2013) School food standards in the UK: implementation and evaluation. Public Health Nutrition 16(6): 968–81 Crossref, Google ScholarChildren's Food Trust (2013) Final food-based standards for school lunches. www.childrensfoodtrust.org.uk/the-standards/the-food-based-standards/final-food-based-standards (accessed 1 June 2013) Google ScholarDepartment of Health (2012) Getting it right for children, young people and families—maximising the contribution of the school nursing team: Vision and call to action. The Stationery Office, London Google ScholarDepartment of Health (2013) Reducing obesity and improving diet. https://www.gov.uk/government/policies/reducing-obesity-and-improving-diet (accessed 2 July 2013) Google ScholarNelson M, Nicholas J, Riley K, Wood L (2012) Seventh annual survey of take up of school lunches in England. Children's Food Trust Google ScholarNational Institute for Health and Care Excellence (2010) Prevention of cardiovascular disease at population level. Nice Public Health Guidance 25. NICE, London Google ScholarNational Obesity Observatory (2013) Health risks of childhood obesity. www.noo.org.uk/NOO_about_obesity/obesity_and_health/health_risk_child (accessed 2 July 2013) Google ScholarSchool Food Trust (2009a) School lunch and learning behaviour in primary schools: an interventions study. SFT, London Google ScholarSchool Food Trust (2009b) School lunch and learning behaviour in secondary schools: an interventions study. SFT, London Google ScholarTaber D, Chriqui J, Powell L, Chaloupka F (2013) Association between state laws governing school meal nutrition content and student weight status. Abstract. JAMA Pediatrics 167(6): 513–9 Crossref, Google ScholarWorld Health Organization (2011) Global Status Report on Non-Communicable Diseases 2010. www.who.int/nmh/publications/ncd_report2010/en/ (accessed 2 July 2013) Google Scholar FiguresReferencesRelatedDetailsCited ByPromoting healthy eating: Useful resources and guidance16 September 2015 | British Journal of School Nursing, Vol. 10, No. 6 1 August 2013Volume 8Issue 6ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 27 September 2013 Published in print 1 August 2013 Information© MA Healthcare LimitedPDF download

Increasing the nutritional value of children's packed lunches

British Journal of School NursingVol. 8, No. 5 Health PromotionIncreasing the nutritional value of children's packed lunchesSara PatienceSara PatienceSearch for more papers by this authorSara PatiencePublished Online:27 Sep 2013https://doi.org/10.12968/bjsn.2013.8.5.241AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Department of Health (2011) National Diet and Nutrition Survey: Headline results from years 1 and 2 (combined) of the rolling programme 2008/9–2009/10. www.dh.gov.uk/en/Publicationsandstatistics/Publications/ PublicationsStatistics/DH_128166 (accessed 8 May 2013) Google ScholarEvans C, Greenwood D, Thomas J, Cade J (2009) A cross- sectional survey of children's packed lunches in the UK: food and nutrient based results. Journal of Epidemiology and Community Health 1–7 Google ScholarEvans C, Cleghorn C, Greenwood D, Cade J (2010) A comparison of British school meals and packed lunches from 1990–2007: Meta-analysis by lunch type. British Journal of Nutrition 104(4): 474–87 Crossref, Google ScholarHe FJ, MacGregor GA (2004) Effect of longer-term modest salt reduction on blood pressure. Cochrane Database Syst Rev 2004(3): CD004937 Google ScholarNelson M, Nicholas J, Riley K, Wood L (2012) Seventh annual survey of take up of school lunches in England. Children's Food Trust Google ScholarScientific Advisory Committee on Nutrition (2003) Salt and Health. The Stationery Office, London Google ScholarSchool Food Trust (2009a) Primary school food survey 2009. 2. School lunches versus packed lunches. SFT, London Google ScholarSchool Food Trust (2009b) School lunch and learning behaviour in primary schools: an interventions study. SFT, London Google ScholarSchool Food Trust (2009c) School lunch and learning behaviour in secondary schools: an interventions study. SFT, London Google ScholarChildren's Food Trust (2013) Final food-based standards for school lunches. www.childrens-foodtrust.org.uk/the-standards/the-food-based-standards/final-food-based-standards (accessed 1 June 2013) Google Scholar FiguresReferencesRelatedDetailsCited byPromoting healthy eating: Useful resources and guidance16 September 2015 | British Journal of School Nursing, Vol. 10, No. 6 1 June 2013Volume 8Issue 5ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 27 September 2013 Published in print 1 June 2013 Information© MA Healthcare LimitedPDF download

A Comparison between the Consequences of Peer Sexual Harassment for Boys and Girls

This article reports on findings of a concurrent mixed method study on gender dif ferentiating consequences of peer sexual harassment for learners in the Free S tate Province of South Africa. A self-reporting questionnaire, based on Fitzgerald's Sexual Experience Questionnaire and Timmerman's questionnaire on unwanted sexual behaviour in secondary schools, was completed by 474 Grade 8-12 learners (286 girls, 180 boys, and gender not indicated for 8). The average age of the respondents (in completed years) was 17.0 years. Frequency tables, ratios, Spearman' s rho, Kendall's tau, χ 2 - and t- tests, as well as coding frames were used to analyse the data. The qualitative and quantitative data reveal that contrary to popular belief and most sexual harassment research findings, the consequences of sexual harassment for boys and girls are more similar than different. Boys, however, experience sexual harassment as more flattering and normal than girls. This study shows that boys who have been subjected to sexual harassment feel more like fools, embarrassed and powerless than their female counterparts. It may, therefore, be concluded that whilst female victims react more emotionally , male victims react in terms of their idea of masculinity .

School lunch and learning behaviour in secondary schools: an intervention study

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Bullying behaviour in secondary schools: what roles do teachers play?

AbstractTeachers have an important role to play in the management and prevention of bullying. Although many anti‐bullying programmes advocate a ‘whole school approach’, they tend to focus on student‐student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti‐bullying programmes. Copyright © 2008 John Wiley & Sons, Ltd.

Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher Interaction

The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very cooperative and moderately dominant.

A comparison between girls' and boys' experiences of unwanted sexual behaviour in secondary schools

Background This study examines gender differences (and similarities) in the context, meaning and effects of unwanted sexual behaviour in secondary schools. Purpose First, the study's purpose is exploration of variables that discriminate between girls' and boys' experiences of unwanted sexual behaviour. Secondly, the aim is to find empirical grounding for diversity in schools' interventions and policies. Sample Respondents were 2808 adolescents (14 or 15 years of age) in secondary schools, randomly selected in two regions in The Netherlands. Of the 22 schools that participated in the project, 30% were Catholic, 25% Protestant, 11% interdenominational (several religions within one school) and 38% of the schools were public schools. School size varied. The majority of the students' parents were born in The Netherlands (86%), 14% were born in Morocco, Turkey and Surinam. Design and methods Survey questionnaires were to be completed during class time. Non-response rate: 2%. Analysis: discriminant function analysis. Results Girls more often experienced unwanted sexual behaviour by school personnel than boys. Their experiences were more often non-verbal in nature, physical or a combination of different sorts of behaviour. Girls experienced unwanted sexual behaviour as more upsetting than boys and they also experienced more psychosomatic health problems. The typical form of boys' experiences of unwanted sexual behaviour was verbal harassment by peers. The behaviour was less upsetting to boys and they experienced less psychosomatic health problems than girls. Conclusions This study was the first attempt to find out whether girls' and boys' scores on several variables form a different type of unwanted sexual behaviour. Two different types of unwanted sexual behaviour were found. Although the context (locations and the presence of others) was more or less the same for both sexes, the meaning and the effects of unwanted sexual behaviour were clearly different for girls and boys.

Classroom climate and motivated behaviour in secondary schools

For some children, school failure is attributed to a lack in motivation. This article reports a study of motivation from an ecological perspective, considering the individual in interaction with the meaningful environment. Unlike much of the motivational literature that measures motivation in terms of constructs that are assessed largely via self-report, the dependent variables used in this study were three measures of more immediate classroom behaviours: participation, self-reported engagement, and task completion. The results show that aspects of classroom climate are significantly related to all of these measures of motivation. Implications for practice are discussed.

Teachers’ Attitudes Towards Disruptive Behaviour in Secondary Schools

Abstract A survey was carried out of the opinions of a sample of management and pastoral care staff in six Scottish secondary schools with respect to the issue of disruptive behaviour in schools. Overall the respondents tended to see factors in the home as being the most important causes of disruptive behaviour but they saw school‐based strategies as the responses most likely to succeed in reducing it, particularly in‐service training in class management skills, greater pastoral care input and better liaison with outside agencies. A school‐by‐school analysis of staff attitudes showed that there were significant differences in the extent to which the staffs believed that the problem of disruptive behaviour is within the power of schools to control and some preliminary evidence was presented to suggest that this may affect the schools’ abilities to prevent and/or respond constructively to disruptive behaviour when it occurs.