Disruption and school failure. A study in the context of secondary compulsory education in Catalonia

Abstract

This work focuses on the relationship between disruptive behavior and school failure. A descriptive analysis of the conditional factors, considering teachers’ and students’ perceptions is developed. Methodologically, it is an ex-post-facto descriptive interpretative research. The sample is composed by 6453 Compulsory Secondary Education students and 433 teachers; ad-hoc questionnaires are applied to teachers and students and 54 interviews to professionals from 39 centers of Catalonia. The results show that disruptive behaviors are assumed as low intensity conflicts, their relationship and influence with academic failure is accepted, considering it as an added factor in the teaching-learning process, which is necessary to manage in the classroom.