Section One: Literature synthesis which is succinct, relevant, and contemporary.

Rapid biological changes during adolescence can influence why students misbehave. For instance,

females have an increase in subcutaneous fat deposits around their hips, buttocks and chest (Archibald,

Graber, & Brooks-Gunn, 2003). These changes can have girls subjected to teasing. There can also be

difficulty adjusting to changing body type (Bearman, Presnell, Martinez, & Stice, 2006). Feeling

uncomfortable with their body type can also result in body shape dissatisfaction and social physique

anxiety for students (Bearman et al., 2006). This can further result in disengagement and exacerbate

negative school experience. It is important to note that adolescence is also a period when social

experience is a significant factor for student behaviour. Feeling uncomfortable with their body image can

impact emotional wellbeing. There is also a significant independence shift away from parents, and closer

relationships with friends and romance with partners (Elias, 2006). The interaction of biological and

social factors can also be evident when students experience health problems due to financial factors, as

they may have less access to treatment. For example an ear infection which has not been treated

appropriately can impair speech and language development, may result in the student feeling disengaged

and acting out (Winskel, 2006).

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The biopsychosocial model of school behaviour explains student misbehavior as it encompasses

biological, psychological and social factors. The biopsychosocial model has been traditionally used in

healthcare, and states that health is foremost understood through the amalgamation of biological,

psychological, and social elements (Garner, Kauffman, & Elliot, 2013). The model synthesises

biopsychosocial factors in accounting for student misbehaviour, therefore considering diverse variables in

accounting for student misbehaviour. Inherently, teachers will need to be reflective in their praxis to

consider biopsychosocial variables. For instance, biological factors can influence student behaviour by

affecting mood, and self-consciousness within peer groups, which in turn, tests student emotional

capacity. Psychological variables can influence student misbehaviour by differences in cognitive

development, such as differing language and social skills. Social factors such as socioeconomic status,

school resources and culture can influence student behaviour

Given the multifactorial nature of student behaviour, with several biopsychosocial factors at work, there

are numerous implications for teaching praxis. Teaching praxis will be required to accommodate a more

diverse range of students. Classrooms are now much more diverse in nature, with students consisting with

varied abilities and different ethnic and cultural background (Avramidis & Norwich, 2004) and teachers

will need to be reflective in order to meet the needs of this diverse learning group. Glaziers Choice

Theory provides a mechanism that considers the neuropyschological changes evident during adolescence

that considers the social wellbeing of students. The implications for praxis is the social skills

development. This can enhance positive learning environments which has been shown to improve

academic success (De Jong, 2005; Elias, 2006; Johnson, Johnson, & Holubec, 2000; Lyons & Ford,

2015). Students that misbehave and act withdrawn can participate in more class activities, thus enhancing
cooperation with peers. The enhanced social and cooperation can replace previously disruptive

behaviours.

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Section Two: Clear and coherent synthesis of main interview findings.

Six participants interview main findings.

Participant Summary of beliefs and attitudes

Secondary Teacher (Person A, B) Parents do not fully discipline children at home.

Students lack discipline

Some mention of adolescent development

Did not believe in additional support mechanism for

Indigenous Australians.

Parent of adolescent children (Person C, D) Parents do not fully discipline children at home.

Students lack discipline

Strongly supported testing of basic skills and accountability

of schools. Did not recognise the emotional impacts of
testing on students and teachers.

Pre Service Teacher (Person E) Paid attention to problems with curriculum and

Less emphasis on discipline children at home.

Focus on diverse learning needs

- Did emphasize on discipline in the home and student

but beliefs are not as strong as Parent and Teacher.

Non Teacher friend (Person F) Parents do not fully discipline children at home.

Students lack discipline

Strongly supported testing of basic skills and accountability

of schools

Strongly supported testing of basic skills and accountability

of schools. Did not recognise the emotional impacts of
testing on students and teachers.
The interview approach was a dialogic discussion as compared to an authoritative interview. This allowed

the interviewer to explore the range of the participant’s views. The use of open-ended questions were

used to explore participants’ attitudes and beliefs.

Section Three: Synthesise findings by comparing and contrasting findings from interviews and
literature review.

Differences in linguistic capacity and cognitive ability between students can contribute to and increase

risk of student misbehaviour (Willinger et al., 2003). Students can act out and misbehave when feeling

isolated and struggling with content. Difficulties with language development and inappropriate support

mechanisms can result in students becoming more and more troublesome within the classroom.

Struggling to keep up with the curriculum can result in troublesome behaviour. For instance, in Australian

schools, the testing of basic numeracy and literacy has been implemented (Gillard, 2008). These tests

have been associated with high levels of anxiety by students (Klenowski & Wyatt-Smith, 2012). Minority

groups and Indigenous groups have been marginalised and disadvantaged by these tests (Elliott, Davies,

& Kettler, 2012). Australia’s recent inclination to test students may inherently create environments which

could result in students acting out. As testing does not consider the different learning needs of students

and accommodate to differing language and cognitive abilities. The participants did make reference to the

testing of basic skills and Person D said that “they agree strongly with the publications of results and

testing because it makes these schools accountable. Without measurement and scores, there is no way of

knowing what these schools are doing”. Participants D was then challenged on this point by referencing

to Finland and Norway - which do not test students extensively. Person D replied, “Well, that’s a totally

different country.” To explore this further, they were then asked, “Do you believe the political

environment of blaming teachers is connected to the current testing environment?” The participant said,

“It is possible but I do think we need more accountability for teachers.”

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The complex disadvantages associated with Indigenous communities and families can also influence

student misbehaviour within these groups. Indigenous Australians have the highest rates of truancy and

school dropout, and often experience behavioural problems in Australian schools (Newton, Day, Gillies,

& Fernandez, 2015; Whatman & Singh, 2015). One of the reasons to account for student misbehaviour is

the lack of meaningful and culturally sensitive education for Indigenous students (Atkinson, 2013;

Haswell, Blignault, Fitzpatrick, & Pulver, 2013; Keddie, 2011). Research has indicated that often

teachers’ own beliefs and attitudes can undermine culturally meaningful educational experiences for

Indigenous Australians (Avramidis & Norwich, 2002, 2004; Haswell et al., 2013). Additionally, studies

indicate that Indigenous students have a lack of support, often feel socially isolated within school

environments (Dobia & O’Rourke, 2011; Keddie, 2011; Newton et al., 2015). Participants were asked

whether they thought Indigenous students should have programs specified to their needs. Person D

replied, “Well, when I was at school, I didn’t have my learning needs accommodated. I come from an

ethnic background and I don’t see why there should be special treatment for Indigenous students.” . The

participants in the interview did not consider the interaction between biopsychosocial factors. Person C

(Parent) said that students misbehave because of poor values in the home and the school, yet all

participants did not consider the interaction of multiple variables in explaining student behaviour.

None of interviewees considered gender differences and how early maturation females are at a higher risk

for truancy and academic difficulties. The participants said that it is because “teens are going through

puberty and have raging hormones (Person A Teacher)”. However, these comments explained the

impulsive behaviours of males.

Person A did say that SES was a factor to consider why students misbehave. They said that, in poorer

areas, students can come from drug and alcohol families which can result in the family not providing

proper discipline to their children. The pre service teacher (person E) had exposure to positive learning

pedagogies had a deeper understanding of the social and emotional needs of students.

Section Four: Provide implications for praxis including your personal awareness and teaching
practice.

Teachers inherently need to be reflective in their praxis to observe students that lack social skills, which is

an essential skill of reflective praxis (Lyons & Ford, 2015). Such as observing eye contact and waiting

your turn to speak, students can act out and be disruptive to the class. Implications for teaching praxis is

for the teacher to identify the students that may appear unmotivated or disinterested. Students can act out

and misbehave because they do not have the appropriate empathic skills (Dodge, Coie, & Lynam, 2006).

This may arise from their family background which may support aggressive behaviours (Dodge et al.,

2006). In these cases, students may not able to see the perspective of others, and are not bothered about

disrupting the classroom. Alternatively, children that come from families with parents that are themselves

isolated and depressed, may struggle in providing guidance to children (Dodge et al., 2006). Students may

also come from families that have limited capacity to provide support to misbehaving teens, this can often

exacerbate the behavioural problems. Students may also not live with both biological parents, and a

strained relationship with a non-biological parent can result in students acting out in school environments.

Previously I was unware of these complexities and have come to the understanding that different

perspectives are needed to be considered in order to accommodate to the diverse range of students.

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It is important for teachers to also reflect on their own beliefs and attitudes. Research has indicated that

these beliefs and attitudes can often be a hindrance to the effective learning in the classroom. (Avramidis

& Norwich, 2004) The current climate of standardisation of basic testing of numeracy and literacy skills

does pose questions for teaching praxis. There is evidence indicated that testing has had negative impacts

on the emotional wellbeing of teachers and students (Klenowski & Wyatt-Smith, 2012; Lingard, 2010;

Lingard, Sellar, & Savage, 2014). This testing environment can increase classroom tension which can

result in student misbehaviour. In the instance of teaching Indigenous students, they can be most

disadvantage by the emphasis on basic skill testing. The implications of teaching praxis content can be

adjusted to provide culturally significant lessons. Indigenous students are caught in a cycle of social

disadvantage that directly impacts behaviour through impacts on mental wellbeing (Atkinson, 2013).

Research has demonstrated that often teachers can have lower expectations on Indigenous students

(Newton et al., 2015). This has considerable impacts for teaching praxis. It is important for teachers to be

reflective and aware of their beliefs and attitudes. Schools can provide safe programs for Indigenous

students which can help assist student learning, and behaviour by providing culturally meaningful support

(O’Rourke, Gilbert, Daley, & Roffey, 2014). Previously I was unware of the cycle of disadvantage

experienced by Indigenous students and now understand the level of support required to assist these

students.

In summary, I was unware of the complex biopyschosocial variables that can impact student

misbehaviour. Implications for teaching praxis is the awareness of how behaviour can be adversely

impacted by biopsychosocial variables. Reflective teaching praxis can provide flexible views on class

management. This can likely resolve misbehaviours, alternatively traditional views can results in students

being further withdrawn during classroom activities. Awareness of the student, school culture and

community beliefs and attitudes requires the teacher to be reflective in their practice. The beliefs and
attitudes of interviewees indicates the importance of reflective practice, in order to understand how the

attitudes and beliefs of teachers, parents and communities can impact student learning. Adverse and

irrational characteristisation of students can negatively impact social and emotional development.

Implementing succesful school-based interventions for behaviour management requires a target strategy

that will improve the social and emotional skills of students. Teaching praxis is required to involve

communicating with these diverse group which requires social, emotional and interpersonal skills

alongside reflective teaching practice.

9
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