Disciplinary Problems In Schools Research Articles

Teaching Criminal Law Procedure in Universities: Meeting the Needs of Juveniles in Criminal Legal Practice

Children's involvement in school disciplinary problems is often a predictor of their involvement in crime in the future, resulting in them coming into contact with the criminal justice system. Therefore, teaching final-year law students the subject of criminal procedure, particularly governing the juvenile justice system, is essential for legal practice, especially when the legal rights of the children need to be protected since they are vulnerable to the adverse effects of the juvenile justice system. In this connection, the objectives of this paper are (a) to examine the underpinning causes behind children’s involvement in disciplinary problems in schools as predictors of their future involvement in crime; (b) to analyse the existing legal framework governing the juvenile justice system in Malaysia that forms part of the subject of criminal law procedure, and (c) to examine the importance of teaching criminal law procedure subject to final-year law students in preparing them for legal practice, especially when dealing with juveniles in the juvenile justice system. A qualitative research design is undertaken to explore the significance of teaching criminal law procedure to final-year law students by undertaking library-based research and an examination of content analysis, drawing from both primary and secondary sources. The findings in this research demonstrate that children who commit disciplinary problems in schools, such as truancy and bullying, will eventually come into contact with the criminal justice system, and their legal rights need to be protected. This research is significant in meeting the university’s mission, vision and values and supporting the national framework for reducing crime rates and strengthening crime prevention initiatives.

The Role of Education and Schools in Crime Prevention among Child Offenders in Malaysia: Moving forward

Children subjected to suspensions and expulsions from schools are often more susceptible to truancy and anti-social behaviour. Therefore, the objectives of this paper are (a) to examine the adequacy of the existing legal framework in providing effective crime prevention measures in schools and whether the laws are meeting the international legal framework; and (b) to propose viable crime prevention measures that help address the disciplinary problems in schools. A qualitative study is undertaken to meet these objectives, and the findings from this study can help schools develop more holistic measures in addressing disciplinary cases of children in schools. Keywords: disciplinary cases; punishments, restorative justice; juvenile justice system. eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:

Risk Factors and Impact of Alcohol Use Among School-Age Adolescents

Risk factors and impact of underage drinking have been favourite topics of discussion among parents, teachers and educationalists for decades. Many claimed that alcohol use among school-age adolescents has created social and disciplinary problems in school, family and community. Nonetheless, the current study aims to examine explicitly the risk factors for the early onset of alcohol use among school-age adolescents between 14-18 years old and the impact from the tendency to the development of juvenile and negative learning behaviour and academic performance perspective. A total of 35 participants were involved in this qualitative descriptive case study which comprised of 15 school-going adolescents, five drop-outs, ten juveniles and five counsellors. A qualitative descriptive case study methodology was adopted to provide more substantive and comprehensive findings. In-depth interviews were administered and semi-structured questions were used for the collection of data and concurrently thematic analysis was deployed to analyze the data collected. In the findings, negative curiosity, bad modelling, peer pressure and alcohol ignorance were among the risk factors attributed to the early onset of alcohol use. However, the noticeable impacts of underage drinking among school-age adolescents were lack of motivation in studies, inattentive and sleepiness in class, truancy, poor grades, emotional and involved in fighting and youth violence, and dropout from school.

Birth Order and Delinquency: Evidence from Denmark and Florida

Birth order has been found to have a surprisingly large influence on educational attainment, yet much less is known about the role of birth order on delinquency outcomes such as disciplinary problems in school, juvenile delinquency, and adult crime: outcomes that carry significant negative externalities. This paper uses particularly rich datasets from Denmark and the state of Florida to examine these outcomes and explore potential mechanisms. Despite large differences in environments across the two areas, we find remarkably consistent results: in families with two or more children, second-born boys are on the order of 20 to 40 percent more likely to be disciplined in school and enter the criminal justice system compared to first-born boys even when we compare siblings. The data allow us to examine a range of potential mechanisms, and the evidence rules out differences in health at birth and the quality of schools chosen for children. We do find that parental time investment measured by time out of the labor force is higher for first-borns at ages 2-4, suggesting that the arrival of a second-born child extends early-childhood parental investments for first-borns.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Secondary School Teachers’ Perception of Corporal Punishment: A Case Study in India

This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools.

Teachers’ View on Causes of Ill-Discipline in Three Rural Secondary Schools of Nkangala District of Education

The article reports on a study that investigates the views of teachers on causes of ill- discipline in three rural secondary schools. The study used qualitative, semi-structured interviews with three secondary school teachers from Nkangala education district in Mpumalanga province. The study also used focus group discussions with grade ten learners from three schools. The evidence from this study suggests that the causes of ill-discipline are not always with learners. Some of the ill-discipline problems identified by the study are caused by the organization of schooling itself, poor teaching, negative relations between learners and teachers and home environment. This study provides insights on how other factors not learners only, can actually cause disciplinary problems in schools. DOI: 10.5901/mjss.2014.v5n10p433

Action towards hope: Addressing learner behaviour in a classroom

Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.

Disciplinary problems in secondary education: a sample of Amasya

This study was planned so as to perform an examination of the discipline problems experienced in the secondary education schools in accordance with school types. In this study, in which the special situation method was used, the data were obtained by the public survey method. The survey used in this study was extracted from literature and a study was carried out to adapt it to Turkish. The adapted study was applied to totally 390 students in three secondary education schools in Amasya under the supervision of the researcher. The data obtained were assessed by putting them into a table.The disciplinary problems existing in schools can be dealt with in two ways. They are the frequency and varieties of disciplinary problems. In these two points of view, the most variation appears to exist in Vocational High Schools among the school types. It can be said that, among the school types studied as to disciplinary problems not very big differences were found, and that vocational high schools (ML) reveal more varieties regarding disciplinary problems. In order to be able to reduce the disciplinary problems in schools to the least, (1) periodical survey should be applied in schools and their results should be noted, (2) in solving the existing problems, rather than compelling disciplinary methods, creative, flexible techniques inclined towards finding solutions in cooperation with families should be preferred, (3) essentially within teaching process, for the productivity of teaching besides classroom management, students should be given chances so that they can be active.

Active Supervision: An Intervention to Reduce High School Tardiness

One proactive approach to aid in reducing disciplinary problems in schools is implementing Positive Behavior Support (PBS) strategies. To successfully implement PBS school-wide, Sugai and Horner (2002a) emphasize a multi-systems perspective, which focuses on school-wide discipline, classroom management, non-classroom settings, and individual students. According to Nelson, Smith, and Colvin (1995) approximately 50% of problem behaviors resulting in discipline referrals occur in non-classroom settings (e.g., hallway, cafeteria). One intervention commonly utilized in non-classroom settings is active supervision. The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods. The results show that active supervision decreased frequency of tardies across instructional periods. Also, each active supervision component was assessed, suggesting that all components may not be essential in obtaining student behavior change. Implications and future research are also discussed.

Parent–teacher disagreement regarding behavioral and emotional problems in referred children is not a risk factor for poor outcome

To investigate whether parent-teacher disagreement regarding the presence of psychopathology predicts poor outcome in children who have been referred to mental health services A total of 532 6- to 12-year-old children who had been referred to an outpatient department for child and adolescent psychiatry were followed up across an average period of 6.3 years. At initial assessment, standardized parent and teacher ratings of the child's psychopathology were obtained with the Child Behavior Checklist (CBCL) and Teacher's Report form (TRF). At follow-up, indices of poor outcome were assessed. Several CBCL and TRF scale scores predicted poor outcome. Discrepancies between CBCL and TRF scores were not useful as additional predictors. Some additive effects were found; future police/judicial contacts and disciplinary problems in school were predicted by CBCL and TRF scores. The findings underscored the need for information from different informants in clinical practice. However, discrepancies between parent and teacher ratings do not predict outcome, and should not alert clinicians.

Improving estimation of the prognosis of childhood psychopathology; combination of DSM-III-R/DISC diagnoses and CBCL scores.

To compare the predictive validity of the clinical-diagnostic and the empirical-quantitative approach to assessment of childhood psychopathology, and to investigate the usefulness of combining both approaches. A referred sample (N = 96), aged 6 to 12 years at initial assessment, was followed up across--on average--a period of 3.2 years. It was assessed to what extent DISC/DSM-III-R diagnoses--representing the clinical-diagnostic approach, and CBCL scores--representing the empirical-quantitative approach, predicted the following signs of poor outcome: outpatient/inpatient treatment, or parents' wish for professional help for the child at follow-up, disciplinary problems in school, and police/judicial contacts. Both diagnostic systems added significantly to the prediction of poor outcome, and neither of the two systems was superior. Use of both systems simultaneously provided the most accurate estimation of the prognosis, reflected by the occurrence of future poor outcome. Even diagnostic concepts that are generally regarded as relatively similar, such as ADHD (DSM) and attention problems (CBCL), or conduct disorder (DSM) and delinquent behavior (CBCL), appeared to differ in their ability to predict poor outcome. The present study supports the use of the empirical-quantitative approach and the clinical-diagnostic approach simultaneously, both in research and in clinical settings, to obtain a comprehensive view of the prognosis of psychopathology in children.

’n Perspektief op die voorkoms van dissiplineprobleme in Afrikaanse skole

Discipline problems in Afrikaans schools – a perspective The aim of this article is to report on an investigation into the incidence and extent of discipline problems in Afrikaans schools, especially in the light of fundamental changes that have occurred during the past ten years within these schools. This report is also placed in the context of a reformational perspective on discipline, disciplinary problems and the role of educators in eradicating such problems. An empirical investigation was conducted, in which the experience of 76 principals of Afrikaans schools was probed by means of two questionnaires. The responses revealed that the overwhelming majority of principals opined that the discipline situation at their schools was either average or good, and that feelings of despondence and defaitism regarding discipline did not exist. In line with new official education policy, they had implemented new procedures, in order to address discipline problems. The incidence of disciplinary problems was not higher in multicultural schools. The incidence was, however, higher at urban than in rural schools. Parental involvement was identified as an essential factor in combatting disciplinary problems in schools. It was also found, on the basis of a Biblically-based view of education, that parents and other educators had a significant role to play in eradicating such problems.

A long-term follow-up study of adolescent psychiatric in-patients. Part IV. Predictors of a non-negative outcome.

Fifteen years after first hospitalization 932 patients were followed up by record linkage to national registers of criminality, disability and causes of death. On the basis of hospital records, all patients were rediagnosed according to DSM-IV and scored on factors postulated to have predictive power with regard to a non-negative outcome, defined as having avoided entry into the above-mentioned registers at follow-up. Logistic regression showed that in males psychiatric diagnosis (odds ratio (OR)=2.4, 95% confidence interval (CI)=1.3-4.3), no psychoactive substance use (OR=3.2, CI=1.2-8.0), no disciplinary problems in school (OR=4.1, CI=2.4-6.9) and an IQ of > or = 90 (OR=1.9, CI=1.03-3.4) were strong and independent predictors of a non-negative outcome. In females, psychiatric diagnosis (OR=2.2, CI=1.3-3.6), no psychoactive substance use (OR=2.4, CI=1.5-3.8), DSM-IV GAF > or = 40 at admission (OR=2.9, CI=1.8-4.6) and an IQ of > or = 90 (OR=1.7, CI=1.01-2.8) were strong and independent predictors of a non-negative outcome. Only 5.1% of male patients with psychoactive substance use disorder and disciplinary problems in school had a non-negative outcome, while as many as 76.6% of female patients without psychoactive substance use and a DSM-IV GAF of > or = 40 at hospitalization had a non-negative outcome at 15 years follow-up.

Four-year follow-up of children with low intelligence and ADHD

Twenty-six of 30 participants (87%) who took part in a medication study for treatment of ADHD were followed up 2.9 to 4.8 years (Mean = 3.9 years) later. Parent ratings on the Aberrant Behavior Checklist Community (ABC-C) indicated continued problems on the acting-out subscales, and parent assessments on the Stony Brook Checklist-3R showed a high rate of difficulty on domains called ADHD, Conduct Disorder, and Separation Anxiety Disorder. A high percentage of children (69%) were taking psychotropic drugs, substantial numbers of their families had sought nonmedical treatments, children's friendships were often rudimentary, and a significant minority of children had disciplinary problems in school or difficulty with the law. Using Pearson correlations, we identified a number of initial variables that predicted follow-up parent ratings on the ABC-C and Stony Brook. The ABC-C Irritability subscale was useful in predicting both internalizing and externalizing problems at follow-up, whereas parent and teacher hyperactivity subscales failed to predict later hyperactivity. Children identified with both low intelligence and ADHD appear to have significant behavioral and emotional problems in their early adolescence, and there may be some important qualitative differences in the outcome of these youngsters as compared with that of children identified with ADHD and normal IQ.

Behavioral risk factors for injury among rural adolescents.

This 3-year, longitudinal, prospective study examined behavioral risk factors for medically attended injuries among a cohort of 758 rural students from Maryland's Eastern Shore region who were 12-14 years of age in 1987. Students were surveyed annually in the eighth, ninth, and tenth grades with a self-administered questionnaire. Information was obtained on the number of injuries experienced, risk-taking behaviors, delinquency, alcohol and drug use, physical exercise and sports, parental supervision, and work experience. Information on the parents' education was obtained from a parental interview. Slightly more than half (53.5%) of the students reported having experienced one or more injuries in the eighth grade as compared with one-third of the students in ninth grade, and 38% of those in the tenth grade. Poisson regression analyses were conducted to examine the association of eighth grade variables with ninth grade injuries and ninth grade variables with tenth grade injuries. Results from these analyses indicated that, in addition to sex and race, a high degree of risk taking, frequent cruising, and having high and low parental supervision in the eighth grade significantly increased the number of injuries in ninth grade. In the tenth grade, risk taking continued to be associated with injuries. In addition, students who reported disciplinary problems in school, working 1-10 hours per week, drinking on 1-2 days during the past month, lifetime use of marijuana equal to 1-5 occasions, and involvement in sports experienced greater numbers of injuries in the tenth grade.

Teenagers Willing to Consider Single Parenthood: Who is at Greatest Risk?

Data from the High School and Beyond panel study indicate that of 13,061 female high school sophomores who responded to both the baseline questionnaire in 1980 and a 1982 follow-up, 41 percent of blacks, 29 percent of Hispanics and 23 percent of non-Hispanic whites said they either would or might consider having a child outside of marriage. Such willingness was higher among young women who, according to their background characteristics, were at greater risk of teenage parenthood. In addition, young black women were more willing to consider having a child while single than were white or Hispanic respondents, at every level of risk. The data also show that, with the possible exception of Hispanics, willing respondents generally registered much higher rates of nonmarital childbearing over the two years following the baseline survey than the young women unwilling to consider nonmarital childbearing. Respondents' reports on their own disciplinary problems in school and on their class-cutting and absenteeism showed that such problem behavior was related to the teenagers' willingness to consider nonmarital childbearing: Proportionally more of the respondents who ranked high on a scale of problem behavior were willing to do so, even when background differences were controlled for. In addition, when the respondents' educational expectations were used as proxy measures of the potential opportunity costs of single parenthood, the results revealed that the higher their educational expectations, the lower their willingness to have an out-of-wedlock birth.(ABSTRACT TRUNCATED AT 250 WORDS)

SOCIOLOGICAL AND HUMAN DEVELOPMENTAL EXPLANATIONS OF CRIME: CONFLICT OR CONSENSUS?*

This paper examines multidisciplinary correlates of delinquency in an attempt to integrate sociological and environmental theories of crime with human developmental and biological explanations of crime. Structural equation models are applied to assess links among biological. psychological, and environmental variables collected prospectively from birth through age 17 on a sample of 800 black children at high risk for learning and behavioral disorders. Results show that for both males and females, aggression and disciplinary problems in school during adolescence are the strongest predictors of repeat offense behavior. Whereas school achievement and family income and stability are also significant predictors of delinquency for males, early physical development is the next strongest predictor for females. Results indicate that some effects on delinquency also vary during different ages. It is suggested that behavioral and learning disorders have both sociological and developmental correlates and that adequate educational resources are necessary to ensure channels of “legitimate opportunities” for high ‐risk youths.