In my last column we discussed the importance of strong teacher-student relationships, and how they can reduce disruptive behaviour. The other significant factor in curtailing problem behaviours is the development of positive friendships among the students.
Dishion, McCord & Poulin suggest that unhealthy relationships act as a sort of “deviancy training”, which increases delinquency, substance abuse, violence and adult maladjustment and, even worse, “high-risk” children are particularly vulnerable.
In other words, the kids who are most likely to misbehave anyhow, are even more affected when their peer group provides unhealthy and poor modelling and support.
Benard (2004), Battisch (2001), Battisch et al (1995) and Resnick et al (1997) all found that promoting and facilitating positive relationships between students reduces violence and bullying, improves the student culture and “experience”, and engages students’ intrinsic motivation to learn.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here