The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-23e

Bibliographic reference :
McEvoy, A., & Welker, R. (2000) Antisocial Behavior, Academic Failure, and School Climate: A Critical Review. Journal of Emotional and Behavioural Disorders, 8(3), 130-140.

Abstract :

A strong correlation between antisocial behaviour and academic failure led the authors of this article to perform a critical analysis of relevant research findings. They examined the development of antisocial behaviour, the climate from which both academic failure and antisocial behaviour emerge, and the relationship between school climate and school-based violence prevention and intervention programs.

Antisocial Behaviour and Academic Failure
The authors noted that previous research projects lacked clarity as to how antisocial behaviour and academic failure were conceptualized. They also set out how this weakness influenced assessment of both problems. 

The authors stated that the relationship between these two problems was context-specific and can be predicted by home and school conditions, as experienced by students. In order to better define the impact of these conditions, the authors looked at the developmental perspective and research on school climate.

Developmental Perspective
The paper examined family influence on the development of antisocial behaviour and listed parental practices conducive to such behaviour, including frequent use of coercive discipline, inconsistency in setting rules and lack of meaningful bonding. Ineffective childrearing practices were strongly linked to problems at school, unless schools had effective programs in place to directly address the problematic behaviour. 

The authors presented a model on the development of antisocial behaviour. They concluded that the most important implication of the developmental perspective was the need to focus not only on individual characteristics but also on environmental characteristics. In addition, the authors concluded that not only must the students’ cognitions, beliefs or attitudes be changed, but also their interaction with the environment.

School Climate
After presenting the shared characteristics of so-called “effective” schools, the authors stated that research on school climate is important for enhancing our understanding of the relationship between academic failure and antisocial behaviour. They also listed a number of conditions needed to create opportunities for success and a climate conducive to the development of relationships free of coercion.  

The authors also emphasized the value of school climate research findings in guiding the creation of prevention and intervention programs. However, the authors showed that implementing these programs can be problematic. They concluded by recommending the following promising school practices:
1) Educational players working at all levels, including institutions and classrooms, should review practices that are not working to address antisocial behaviour and academic problems in order to either eliminate or modify them;

2) Appropriate assessment practices should be established for all students with behavioural problems or specific academic skill needs;

3) A school-wide approach to modifying the learning climate should be developed in accord with research on effective schools;

4) Staff development should be emphasized as one of the top school priorities and aligned to building goals and programs; and

5) The amount of adult-child contact time should be increased.

Links :
This journal is also available in electronic format

Key Words :
Academic Failure, Antisocial Behaviour, Sociability, Social Skills, School Climate, Prevention Program, Intervention Program, Developmental Perspective, School Practices, Home Conditions, School Conditions, School Environment, Critical Analysis, Newsletter2