EAMON, MARY KEEGAN
ALTSHULER, SANDRA J.
Can We Predict Disruptive School Behavior?
Children and Schools 26,1 (January 2004): 23-37
Cohort(s): Children of the NLSY79, NLSY79
ID Number: 4500
Publisher: National Association of Social Workers (NASW)

Permission to reprint the abstract has not been received from the publisher.

This study examined whether child, parental, and socio-environmental factors predict disruptive school behavior two years later. Data from a sample of 10- to 12-year-old youth, including 289 African American, 183 Hispanic/Latino, and 335 non-Hispanic, white youth from the National Longitudinal Survey of Youth (NLSY) were analyzed. Findings indicated that youth who are older, African American, male, and living in single-mother families exhibit higher levels of disruptive school behavior. Within the home, lower levels of parental emotional support and supervision, low educational expectations, and physical discipline predict disruptive school behavior. Youth's assessment of the school, grade retention, and exposure to deviant peer pressure and associations also predict school behavior problems; but of the parenting, school, peer, and neighborhood influences, deviant peer pressure and associations have the strongest relation to disruptive school behavior. The final model explained 23% of the variance in disruptive school behavior. Implications for policy and practice are discussed.s

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