A- A A+
 
A- A A+

Schools where the incidence of bullying is high by international standards ...

„Schools where the incidence of bullying is high by international standards (more than 10 % of students are frequently bullied) score 47 points lower in science, on average, than schools where bullying is less frequent (schools where less than 5 % of students are frequently bullied). This difference in performance between the two types of schools remains substantial (around 25 score points) even after accounting for differences in schools’ socio-economic profile.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 3

Gewalt an Schulen in den letzten fünf Jahren zugenommen ...

„Nach ihrer allgemeinen Einschätzung zur Entwicklung von Gewalt an Schulen in Deutschland gefragt, gehen 59 Prozent der befragten Lehrer davon aus, dass Gewalt an Schulen in den letzten fünf Jahren zugenommen hat, lediglich 4 Prozent glauben, dass Gewalt an Schulen eher abgenommen hat. 36 Prozent sehen diesbezüglich keine größeren Veränderungen.“

forsa (Hrsg.), „Gewalt gegen Lehrkräfte“ (2016), S. 3

Gewalt gegen Lehrkräfte ...

„55 Prozent der Lehrer geben an, dass ihnen aus den letzten fünf Jahren Fälle an ihrer Schule bekannt sind, in denen Lehrkräfte in irgendeiner Form psychischer Gewalt ausgesetzt waren. 23 Prozent geben an, dass sie selbst an ihrer Schule schon einmal Ziel von Beschimpfungen, Diffamierungen, Mobbing, Drohungen oder Belästigungen waren.“

forsa (Hrsg.), „Gewalt gegen Lehrkräfte“ (2016), S. 12

Kinder, die nach eigenen Angaben ihre Impulse (zumindest einigermaßen) gut im Griff haben ...

„Kinder, die nach eigenen Angaben ihre Impulse (zumindest einigermaßen) gut im Griff haben und Kinder, die sich nach eigenen Angaben (zumindest einigermaßen) gut anderen gegenüber durchsetzen, haben seltener sehr schlechte und häufiger sehr gute mathematische und naturwissenschaftliche Schulleistungen.“

Univ.-Prof. Dr. Kristina Frey, „Soziale Kompetenz von Kindern in Deutschland am Ende der Grundschulzeit“, in Wendt u. a., „TIMSS 2015. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich“ (2016), S. 346

Children with special educational needs and disabilities (SEND) are particularly vulnerable to bullying ...

„Children with special educational needs and disabilities (SEND) are particularly vulnerable to bullying and more likely to be over-represented in bullying experiences.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2016), S. 27

Absentismus ...

„Auffallend hohe Quoten von Schulleitungen, die das Lernen und Schulklima an ihrer Schule durch Absentismus gefährdet sehen, finden sich in Finnland (44 Prozent), Österreich (49 Prozent), Slowenien (53 Prozent) und Kanada (56 Prozent).“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 210

Österreich in allen Perspektiven (Opfer und Täter; Anm.: beim Bullying) im negativsten Drittel ...

„Im internationalen Vergleich rangiert Österreich in allen Perspektiven (Opfer und Täter; Anm.: beim Bullying) im negativsten Drittel der HBSC-Länder, bei den 13- und 15-Jährigen sogar jeweils unter den Top 6.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 106

Höheres Depressionsrisiko ...

„Langfristig hat sich gezeigt, dass Kinder und Jugendliche, die während ihrer Schulzeit Opfer von Bullying-Attacken waren, ein signifikant höheres Depressionsrisiko im Erwachsenenalter aufweisen.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 103

A better disciplinary climate and student performance go hand-in-hand ...

„According to PISA data, students say that their teachers are more likely to use all teaching practices if there is a better disciplinary climate (except for student-oriented strategies), a system of classroom management in place, and students feel supported by their teachers and have good relations with them. Other PISA findings also show that the disciplinary climate in mathematics lessons and student performance go hand-in-hand.“

OECD (Hrsg.), „Ten Questions for Mathematics Teachers“ (2016), S. 29

Student truancy has a discernible effect on the learning environment ...

„Pervasive truancy in a school seems to affect even students who may not be truants themselves. […] Student truancy has a discernible effect on the learning environment and, ultimately, on student performance and engagement.“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

Students who skip school score lower ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

What makes schools effective ...

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside the classroom.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

Skills needed to succeed in school - and beyond ...

„Skills such as persistence, independence, following instructions, working well within groups, dealing with authority figures and fitting in with peers are needed for students to succeed in school – and beyond.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

Schulschwänzen ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

Zuspätkommen ...

„On average across OECD countries, students who had arrived late for school at least once in the two weeks prior to the PISA assessment score 27 points lower on the science assessment than students who had never arrived late, and 23 points lower after accounting for the socio-economic profile of students and schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 84

Respektlosigkeit ...

„The most negative association with science performance, both before and after accounting for the socio-economic status of students and schools, is students lacking respect for their teachers, followed by student truancy, students skipping classes and students intimidating or bullying other students.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 93

Disciplinary climate in the classroom an essential element ...

„The main influence on mathematics scores was the disciplinary climate in the classroom, an essential element of back-to-basics education.“

Dr. Alfonso Echazarra u. a., „How teachers teach and students learn: Successful strategies for school“ (2016), S. 10

Bullying a significant problem in Austrian schools ...

„Bullying, which can contribute to emotional and behavioural problems, including anxiety and depression, weak performance in school, and increased absenteeism and truancy, constitutes a significant problem in Austrian schools.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 56

The lack of pedagogical support staff is also of concern ...

Österreich: „The lack of pedagogical support staff is also of concern considering the apparent problem of bullying in schools. According to data from the World Health Organization’s (WHO) Health Behaviour in School-aged Children survey for 2009/10, 40 % of children aged 11, 13 and 15 reported having been bullied at school at least once in the past couple of months.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

Students who had skipped school at least once ...

„Students who had skipped school at least once in the two weeks prior to the PISA test are three times more likely to be low performers in mathematics than students who had not skipped school.“

OECD (Hrsg.), „Low-Performing Students“ (2016), S. 102

Students with an immigrant background ...

„Students with an immigrant background […] on average in the OECD, are 1.2 times more likely to have reported arriving late for school at least once in the two weeks prior to the PISA test. These greater risks for students with an immigrant background are particularly pronounced in Austria, Belgium, Germany, France and Israel.“

Dr. Anna Gromada u. a., „Student Learning Time“ (2016), S. 48

Im OECD-Mittel beträgt der Faktor 1,26, in Österreich ist er mit 1,93 am größten.

Classrooms and schools with more disciplinary problems ...

„Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin.“

OECD (Hrsg.), „Education Indicators in Focus“ (Februar 2015), S. 3

Disruptive student behaviour reduces teaching time ...

„Disruptive student behaviour reduces teaching time and thus opportunities for learning for all students in a classroom and it is also related to student attendance in school.“

OECD (Hrsg.), „Teaching in Focus, Nr. 9“ (Jänner 2015), S. 4

Probleme mit verhaltensauffälligen, uninteressierten Schülern ...

„Aus den meisten Studien geht hervor, dass Probleme mit verhaltensauffälligen, uninteressierten Schülern den wichtigsten Belastungsfaktor darstellen.“

Anne Urbutt, „Belastungen im Lehrerberuf: Faktoren der Belastung und Strategien der Belastungsbewältigung“ (2015), S. 23

Schikanieren bzw. Bullying von Mitschülerinnen oder Mitschülern ...

„35,0 % (Anm.: der 11- bis 17-jährigen SchülerInnen Österreichs) beteiligten sich laut Selbstbericht in den letzten paar Monaten zumindest einmal am Schikanieren bzw. Bullying von Mitschülerinnen oder Mitschülern. 32,5 % berichten, zumindest einmal Opfer von Bullying-Attacken geworden zu sein.“

Bundesministerium für Gesundheit (Hrsg.), „Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern“ (2015), S. 9

14,1 % der (Anm.: 11- bis 17-jährigen) Schülerinnen und Schüler von wiederholtem Bullying betroffen

„Von wiederholtem Bullying, also mehrmals monatlich oder öfter, waren nach eigenen Angaben 14,1 % der (Anm.: 11- bis 17-jährigen) Schülerinnen und Schüler betroffen.“

Bundesministerium für Gesundheit (Hrsg.), „Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern“ (2015), S. 53

Native children tend to experience more incidents of bullying when ...

„Native children tend to experience more incidents of bullying when there are more immigrant children in the same classroom.“

Univ.-Prof. Dr. Peter Jensen, „Immigrants in the classroom and effects on native children“ (2015), S. 1

Classroom climate is an important contributor to student achievement ...

„Classroom climate is an important contributor to student achievement: the better the classroom disciplinary climate, the more time spent on actual teaching and learning.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 16

Evidence shows that a positive classroom climate ...

„Evidence shows that a positive classroom climate is associated with both cognitive and motivational outcomes, including improved academic performance, motivation, engagement, school satisfaction, self-esteem and fewer disruptive behaviours.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 16

Attending schools with a better disciplinary climate positively affects ...

„Attending schools with a better disciplinary climate positively affects students’ scores in Mathematics.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 115

Study after study suggests that the best-performing students ...

„Study after study suggests that the best-performing students are ‚good‘ students. A good student is one who is disciplined, follows rules, acts appropriately and respectfully towards teachers and fellow students, recognises authority, can sit for long periods of time, and follows instructions.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 53

Girls’ better marks may reflect the fact that they tend to ...

„Girls’ better marks may reflect the fact that they tend to be ‚better students‘ than boys: they tend to do what is required and expected of them, thanks to better self-regulation skills, and they are more driven to excel in school. […] Disruptive behaviour and lack of engagement with school among boys affects not only the boys themselves, but often the entire class.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 157

More class time with student discipline ...

„Teachers in TALIS 2013 report spending, on average, more class time with student discipline – 13 percent of class time – than on administrative tasks – 8 percent of class time.“

Gabriela Moriconi u. a., „Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)“ (2015), S. 14

Strong emphasis on academic success ...

„Overall, some of school characteristics that were found to be associated with achievement are (ordered by the strength of the correlation): strong emphasis on academic success, strong and orderly school environment, and adequate environment and resources.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 21f

Smaller classes often seen as beneficial ...

„Smaller classes are often seen as beneficial because they allow teachers to focus more on the needs of individual students and reduce the amount of class time needed to deal with disruptions.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 416

Higher proportion of students with behavioural problems ...

„Larger classes are associated with a higher proportion of students with behavioural problems, which, in turn, is associated with less time spent on teaching and learning activities.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 418

Correlation between class size and behaviour problems ...

„There is a positive correlation between average class size and the reported proportion of students with behaviour problems.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 418

Jungen und Mädchen mit geringerer Selbstbeherrschung ...

„Jungen und Mädchen mit geringerer Selbstbeherrschung weisen als Erwachsene eine schlechtere Gesundheit, weniger Wohlstand, weniger erzieherisches Geschick und eine höhere Kriminalitätsrate auf als diejenigen mit größerer Selbstbeherrschung.“

Univ.-Prof. Dr. Terrie E. Moffitt u. a., „Ein besseres Leben dank früher Selbstbeherrschung“ in „Spektrum der Wissenschaft“ vom Dezember 2014, S. 44

16% of the variation in mathematics performance ...

„16% of the variation in mathematics performance across OECD countries can be explained by differences in the proportions of students who skip school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 2

Across OECD countries, 18 % of students ...

„Across OECD countries, 18 % of students skipped at least one class and 15% skipped at least an entire day of school without authorisation in the two weeks before the PISA test. […] In most high-performing school systems, such as Hong Kong-China, Japan, Korea and Shanghai-China, virtually no student skips classes or days of school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 1f

Some 7 % of students in Japan and 9 % of students in Korea ...

„Some 7 % of students in Japan and 9 % of students in Korea attend schools where more than 10 % of students skipped a day or a class at least once in the two weeks prior to the PISA test; by contrast, across OECD countries, an average of 73 % of students attend such schools.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 3

Early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors ...

„The literature in criminology and psychology demonstrates that early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors. Antisocial behaviors measured between ages 7 and 11 strongly predict criminal behaviors in adulthood.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes“ (2014), S. 19

Student discipline and behavioural issues. ...

„One in five teachers across countries – and more than one in three in Austria, Hungary, Korea and Slovenia – indicated that he or she needs professional development to address student discipline and behavioural issues.“

Dr. Andreas Schleicher, PISA-Koordinator der OECD, „Equity, Excellence and Inclusiveness in Education“ (2014), S. 40

The educational achievements of Korea ...

„The educational achievements of Korea rest primarily on the intense discipline and work ethic of its students, encouraged and pushed by parents and teachers.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 5

Gesundheit der Lehrkräfte ...

„Dass sich zahlreiche arbeitsbezogene Einflussfaktoren auf die Gesundheit der Lehrkräfte auswirken, ist vielfach belegt. Besonders eindeutig sind die negativen Auswirkungen von Zeitdruck und fehlenden Erholungspausen sowie von Unterrichtsstörungen bzw. dem Verhalten schwieriger Schüler (ggf. in zu großen Klassen).“

Univ.-Prof. Dr. Andreas Krause u.a., „Ergebnisse der Lehrerbelastungsforschung“ in Rothland (Hrsg.), „Belastung und Beanspruchung im Lehrerberuf“ (2012), S. 63

The most frequently occurring problem ...

„The Trends in International Mathematics and Science Study (TIMSS) showed that disruptive pupil behaviour in the classroom is perceived by head teachers to be the most frequently occurring problem for most countries.“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 4

Temporäre Schulausschlüsse in Englands Schulen häufig ...

„In 2009/10, there were 279,260 fixed period exclusions from state funded secondary schools, 8.59 % of the state-funded secondary school population (of which 28,440 were from Academies, 14.72 % of the academy population).“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 49

Gründe für unbefristete Schulausschlüsse in Englands öffentlichem Schulwesen ...

„The most common reason recorded for permanent exclusion in all state funded schools in 2009/10 was persistent disruptive behaviour (29.0 %). The second most common reason was physical assault against a pupil at 17.1 %“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 50

Smaller class sizes may facilitate the development of attentiveness ...

„By making it easier for teachers to limit disruptive behavior, smaller class sizes may facilitate the development of attentiveness and self-control.“

Univ.-Prof. Dr. Thomas S. Dee u. a., „The Non-Cognitive Returns to Class Size“ in „Educational Evaluation and Policy Analysis“ (2011), S. 25

Persistent absentees ...

„Persistent absentees were seven times more likely to become NEET than their counterparts.“

Sarah Gracey u.a., „Changing the NEET mindset“ (2010), S. 7