Reexamining the Relationship Between Academic Achievement and Social Behavior
Students who have poor behavior in the classroom do not always have poor grades. This study followed 350 students in seven at-risk schools over a 5-year period. They assessed both teacher perceptions of student behavior and academic achievement, as well as actual performance. They found that teachers were more likely to report that well-behaved students did better academically and expected more of them – even when some of these students were struggling with school-work. At the same time, students who acted out in school were seen as having more academic difficulties, even though this was not always the case. It’s incorrect to assume that teaching academics will magically improve behavior
Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep interest in the connection alive. This article briefly reviews the background for original and continuing focus on behavior and achievement and sets the context for it by looking over some of the work that has been done. It also provides an empirical analysis with outcomes that are contrary to most of those previously reported. It presents findings as a base for directing attention to a fundamental goal of positive behavior interventions and supports (i.e., teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school).
Algozzine, B., Wang, C., & Violette, A. (2010). Reexamining the Relationship Between Academic Achievement and Social Behavior Journal of Positive Behavior Interventions, 13 (1), 3-16 DOI: 10.1177/1098300709359084