It would come as no surprise to teachers that studies such as the Trends in International Maths and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) found correlation between behavioural issues and student achievement. Teachers already know that when a student becomes disruptive – to their classmates, to their teacher, or continually distracts themselves – it becomes difficult for teachers to engage them in classroom learning. But where does the responsibility lie in managing students’ behaviour? IE Journalist Sara El Sayed looks at what is influencing student behaviour, and to what extent teachers are able to manage this issue.
Behavioural issues are more nuanced than blanket descriptions of ‘bad behaviour’ versus ‘good behaviour’. Associate Professor Anna Sullivan of the University of South Australia said that when conducting a survey of teachers across Australia, it was discovered that students with behavioural issues fell into three categories: low level disruptive, disengaged and aggressive/antisocial behaviours.