From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

Curriculum, Teaching and Learning 61
out’ emerging for some students (Smyth et al., 2007). After the ‘honeymoon’
period of first year, misbehaviour levels increase for both boys and
girls moving into second year. Boys’ misbehaviour levels decline between
second year and fifth year, plateauing in sixth year (Figure 2.16). In contrast,
girls’ misbehaviour levels are relatively stable between second and
fifth year, declining somewhat in sixth year. Over the whole of the schooling
career, boys report higher levels of misbehaviour than girls.
Figure 2.16: Self-reported misbehaviour across year groups by gender
2.3
2.2
2.1
Misbehaviour
2
1.9
1.8
1.7
1.6
Boys
Girls
1.5
1st year (May) 2nd year JC year 5th year LC year
In sixth year, misbehaviour levels appear to be a response to academic
difficulties for some students; misbehaviour levels are highest among
those who achieved the lowest Junior Certificate grades and lowest
among the highest-performing students. Students who feel the pace of
instruction is too fast also have higher misbehaviour levels than other
students, perhaps signalling frustration for those students who cannot
keep up in class. Misbehaviour also seems to be a response to lack of
engagement in the curriculum since students who are not satisfied with
the programme or the subjects they are taking have higher misbehaviour
levels than other students. Misbehaviour levels are higher among LCA
students than among those taking LCE or LCVP, though this reflects the
inclusion of more disengaged students into the programme rather than
the impact of LCA. Misbehaviour levels vary across individual schools