„Als größte Herausforderung in ihrer beruflichen Tätigkeit nennen die Lehrkräfte das Verhalten der Schüler:innen (35 %). Darauffolgend thematisiert ein Drittel die Heterogenität der Schüler:innen (33 %). Für Lehrkräfte an Grundschulen (45 %) ist das aktuell die größte Herausforderung. An dritter Stelle werden die eigene Arbeitsbelastung und der Zeitmangel (28 %) angegeben. Weiterhin werden der allgemeine Personalmangel (26 %), die Bildungspolitik und Bürokratie (21 %) sowie die Eltern der Schüler:innen (18 %) von den Lehrpersonen als größte Herausforderungen angeführt.“
Bosch-Stiftung (Hrsg.), Deutsches Schulbarometer, Befragung Lehrkräfte (2024) S. 9.

„Über ein Drittel der Lehrkräfte und Schulleitungen (36 %) fühlt sich mehrmals in der Woche erschöpft, jede:r Zehnte (12 %) sogar täglich. Im internationalen Vergleich fühlen sich Lehrkräfte in Deutschland häufiger emotional erschöpft. Vor allem jüngere Lehrkräfte, Frauen sowie Lehrkräfte an Grundschulen weisen eine hohe Erschöpfung auf. Als Risikofaktoren zeigen sich Gewalt unter den Schüler:innen an der Schule sowie eine hohe Anzahl von Schüler:innen mit geringen Sprachkenntnissen in der Klasse.“
Bosch-Stiftung (Hrsg.), Deutsches Schulbarometer, Befragung Lehrkräfte (2024) S. 10.

„Als größte Herausforderung nehmen die Lehrkräfte das Verhalten der Schüler:innen (35 %) wahr. Dieser Durchschnittswert ist unverändert zum Schulbarometer 2023 (34 %).“
Bosch-Stiftung (Hrsg.), Deutsches Schulbarometer, Befragung Lehrkräfte (2024) S. 14.

„47 % der befragten Lehrpersonen geben an, dass es an ihrer Schule Probleme mit Gewalt – psychisch oder physisch – gibt. Über zwei Drittel der Lehrkräfte (69 %) an Schulen in sozial benachteiligter Lage berichten von Gewalt unter den Schüler:innen an ihrer Schule. Auch an Förderschulen (67 %), an Haupt-, Real- und Gesamtschulen (62 %) und in Nordrhein-Westfalen (52 %) wird von den Lehrpersonen überdurchschnittlich häufig Gewalt problematisiert. Auch fast jede dritte Lehrperson an Gymnasien (33 %) und beruflichen Schulen (29 %) sieht Gewalt an ihrer Schule.“
Bosch-Stiftung (Hrsg.), Deutsches Schulbarometer, Befragung Lehrkräfte (2024) S. 66.

„Etwa die Hälfte der Schulleitungen (46 %) und Pädagog:innen (53 %) sehen die größten Problemfelder in der sozialen Verarmung durch digitale Medien. Ein Drittel der Schulleitungen (30 %) und Pädagog:innen (32 %) sieht ein Problem durch körperliche Auseinandersetzungen zwischen Schüler:innen.“
IfGP (Hrsg.), Gesundheit und Wohlbefinden von Schulleitungen und Pädagog:innen in Österreich. Ergebnisse der ATPHS 2022 (2024), S. 16.

„Die Kriterien für die Wiederholung einer Klassenstufe unterscheiden sich von Land zu Land weitreichend. In etwa der Hälfte der Länder und subnationalen Einheiten mit verfügbaren Informationen wird die schulische Gesamtleistung am häufigsten als Kriterium für die Wiederholungsentscheidung herangezogen. Etwa ein Drittel dieser Länder schreibt zudem als Voraussetzung für eine Versetzung vor, dass die Schülerinnen und Schüler in ausreichendem Maße an einer Mindestzahl von Kursen teilgenommen haben. Verhaltensprobleme können bei der Wiederholung einer Klassenstufe ebenfalls eine Rolle spielen, wie etwa in Belgien (fläm.), Costa Rica, Indonesien, Italien und Rumänien. So ist es beispielsweise in Rumänien gesetzlich vorgeschrieben, dass Schülerinnen und Schüler, die wegen ihres Verhaltens eine unbefriedigende Endnote erhalten, nicht in die nächste Klassenstufe versetzt werden, auch wenn sie alle anderen Fächer bestehen.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 190.

„Junge Lehrkräfte werden am Anfang ihrer beruflichen Laufbahn oft mit verschiedenen Schwierigkeiten konfrontiert. Viele junge Lehrkräfte scheiden frühzeitig wegen Burn-outs, wegen der hohen Arbeitsbelastung und der pädagogischen Verantwortung, wegen der geringen Selbstwirksamkeit in Bezug auf die Klassenleitung und wegen des Gefühls der Isolation aus dem Beruf aus.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 431.

„Frequent absences may negatively impact students’ well-being at school by reducing their opportunities to learn and develop positive feelings about school experiences.“
IEA (Hrsg.), Aspects of Student Well-Being and Reading Achievement in PIRLS 2021 (2024), S. 12.

„Classroom management is a fundamental and the most generic aspect of teaching quality. It refers to the strategies, techniques, and processes explored by teachers to establish and maintain a well-organized, focused, and orderly learning environment. An orderly classroom environment with minimal disruptions allows students to focus on learning and making the most of their educational experience.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 25.

„Analyses of TIMSS data from 2011 to 2019 have revealed a decline in aspects of teaching quality related to teacher support and instructional clarity across Nordic countries. One possible explanation for this decline is the changing characteristics of student populations.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 170.

„Classroom management was identified as having the largest correlation with student achievement in mathematics compared to other dimensions of teaching quality, which is consistent with previous research. Good classroom management is considered a prerequisite to facilitate other dimensions of teaching quality, such as in creating a supportive classroom climate and implementing cognitive activation, which can promote student achievement.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 173.

„By minimizing disruptions during learning, teachers can create a structured environment that fosters positive relationships between students and teachers and among students and maximize the amount of time available for cognitively challenging instruction.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 173.

„Classroom management, referring to maintaining order and discipline in class and time on task, is the strongest predictor of achievement.“
IEA (Hrsg.), Effective and Equitable Teacher Practice in Mathematics and Science Education (2024), S. 209.

„We identified three resilience levels among students. The emergence of resilient students benefited from science classroom discipline, teacher-directed instruction, inquiry-based teaching, adjusting instruction, and teacher support.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 1.

„The abilities to control impulses and emotions, maintain long-term motivation, and cooperate with others are skills that are important over and above purely cognitive skills such as literacy and numeracy.“
Univ.-Prof. Dr. Beatrice Rammstedt u. a., Beyond Literacy: The Incremental Value of Non-Cognitive Skills (2024), S. 5.

„A large study, surveying more than 9,000 teachers in the USA in 2020 and 2021, found that 33 per cent of teachers had been the victim of verbal abuse or threatening behaviour from students, and 29 per cent had faced this behaviour from parents. Even worse, 14 per cent of teachers reported they had experienced physical violence from students. Nearly half the teachers participating in the survey reported a desire to quit or change jobs due to worries about safety and school climate.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 71.

„Research shows that learning support staff have a positive impact on student achievement, allowing learners to receive prompt attention and individualized help. Non-teaching staff also contribute to decreasing drop-out and keeping learners in school. For instance, there is evidence to suggest that as the number of nurses in schools increases, the number of student absences decreases. Support staff members play a crucial pastoral role in learners’ lives, forging caring and trusting relationships with them and getting to know their lives outside of school, often in ways that teachers do not always have the time or professional training to do.”
UNESCO (Hrsg.), Why the world needs happy schools (2024), S. 43.

„Teachers’ well-being has been a concern since long before the pandemic, owing to low salaries, heavy workloads that include non-teaching responsibilities, crowded classrooms that are hard to manage, insufficient professional development opportunities, and a lack of professional autonomy and voice in decisionmaking. These challenging working conditions are amplified by violence against teachers, especially against female teachers and in crisis contexts.“
UNESCO (Hrsg.), Why the world needs happy schools (2024), S. 49.

„Insgesamt zeigt sich in 33 von 41 Ländern, inklusive Österreich, ein positiver Zusammenhang zwischen Schülerdisziplin und Mathematikleistung. […] Das Classroom Management der Lehrperson, also die Herstellung eines konstruktiven Lernumfelds mit klaren Abläufen und Routinen sowie einem guten disziplinären Klima im Unterricht, hat sich auch als Schlüsselaspekt für effektives Lernen und die Entwicklung mathematischer Fähigkeiten erwiesen. […] In Bezug auf das disziplinäre Klima im Mathematikunterricht bei PISA 2022 fällt auf, dass sich die Jugendlichen in den beiden OECD-Ländern mit den höchsten Leistungswerten (Japan und Südkorea) von den anderen Ländern abheben. Japan und Südkorea berichten von der höchsten Disziplin im Mathematikunterricht.“
IQS (Hrsg.), PISA 2022. Kompetenzen in Mathematik, Lesen und Naturwissenschaft am Ende der Pflichtschulzeit im internationalen Vergleich (2023), S. 93f.

„Die empirischen Befunde legen nahe, dass ein hoher Kompetenzzuwachs der Schüler/-innen durch eine effiziente Klassenführung, ein hohes Ausmaß an kognitiver Aktivierung, ein mittleres Maß an Klassenunterricht und Partner-/Gruppenarbeiten sowie eine leistungsstarke Klassenkomposition begünstigt wird.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 8.

„Von der im Rahmen von PISA 2022 innerhalb der Länder beobachteten Varianz entfallen 32 % der durchschnittlichen Varianz der Mathematikleistungen im OECD-Raum auf die Varianz zwischen Schulen; die verbleibenden 68 % entfallen auf die Varianz innerhalb der Schulen. Die Merkmale der Schulen stehen bei der Erklärung der Schülerleistungen somit nicht im Vordergrund; vielmehr ist ein Großteil der Gesamtvarianz der Schülerleistungen auf die Merkmale der Schüler*innen selbst (d. h. ihren Hintergrund, ihre Einstellungen, ihr Verhalten usw.) sowie auf die Merkmale der jeweiligen Klassen und Klassenstufen innerhalb der Schulen zurückzuführen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 71.
In Österreich entfallen 41 % der durchschnittlichen Varianz der Mathematikleistungen auf die Varianz zwischen Schulen, 59 % auf die Varianz innerhalb der Schulen. (Quelle: OECD, PISA-2022-Datenbank, Table I.B1.2.12.)

„Im OECD-Durchschnitt erzielten Schüler*innen, die eigenen Angaben zufolge in allen oder den meisten Mathematikstunden abgelenkt werden, im Bereich Mathematik 15 Punkte weniger als Schüler*innen, die berichteten, dass sie nie oder fast nie abgelenkt werden (nach Berücksichtigung des sozioökonomischen Profils der Schüler*innen und der Schule. […] In allen Ländern und Volkswirtschaften war bei Schüler*innen, die von einem ruhigeren Lernklima im Mathematikunterricht berichteten, auch eine geringere Mathematikangst festzustellen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 241.

„Werden die Handys der Schüler*innen für den Unterricht eingesetzt, steigt das Risiko, dass die Schüler*innen die Geräte nicht nur für Bildungsaktivitäten nutzen oder dass sie sich durch Benachrichtigungen ablenken lassen. […] Viele Schulen haben Richtlinien eingeführt, die Ablenkungen durch digitale Geräte entgegenwirken sollen. Die Wirksamkeit dieser Vorgaben hängt von Inhalt und Gestaltung der Richtlinien ebenso ab wie von den Ressourcen, die für ihre Durchsetzung zur Verfügung stehen.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 241.

„Schüler*innen, die digitale Geräte bis zu einer Stunde pro Tag zum Lernen in der Schule nutzen, erzielten in Mathematik im OECD-Durchschnitt 24 Punkte mehr als Schüler*innen, die digitale Geräte nicht zu diesem Zweck verwenden. Auch nach Berücksichtigung des sozioökomischen Profils der Schüler*innen und der Schulen bleibt noch ein Vorsprung von 14 Punkten. […] Eine übermäßige und/oder schlechte Nutzung digitaler Geräte scheint die Leistungen jedoch zu beeinträchtigen. Die Ergebnisse aus PISA 2022 bestätigen, dass bessere Regeln für den Umgang mit digitalen Geräten in Schulen benötigt werden.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 242.

„Obwohl die meisten afghanischen Jugendlichen in Österreich ein erfolgreiches (neues) Leben beginnen und kaum negativ auffallen, beobachten die Expert/innen bei der Frage nach den Problembereichen in afghanischen Jugendgruppen im Vergleich zu den syrischen oder tschetschenischen Jugendlichen den übermäßigen Konsum von Alkohol oder anderen Drogen. Dabei handelt es sich insbesondere auch um junge Afghanen, die in die Beschaffungs- und Rauschmittelkriminalität abrutschen können, um beispielsweise über den erlangten Zuverdienst auch ihre Lebensumstände und jene der Familien in der Heimat finanziell zu verbessern. […] Eine besonders vulnerable Gruppe sind hierbei die Unbegleiteten Minderjährigen Flüchtlinge (UMF). Allein aus Afghanistan kamen im Jahr 2021 über 3000 von ihnen nach Österreich.“
ÖIF (Hrsg.), Jugendliche Submilieus in urbanen Räumen (2023), S. 54.

„Opfer von Cybermobbing wurden in den letzten Monaten zumindest einmalig, je nach Schulstufe, zwischen 8 % und 13 % der Schüler:innen. Unter jenen, die andere zumindest 1 Mal digital gemobbt haben, sind Burschen stärker vertreten als Mädchen (ca. 6 % vs. 3 %).“
BMSGPK (Hrsg.), Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern (2023), S. 8.

„The negative association between the frequency of being bullied and reading performance is very strong. The average scores of children bullied about every week are between around 40 and 85 points lower than those of children never exposed to bullying.“
EU-Kommission (Hrsg.), Children’s reading competence and well-being in the EU (2023), S. 20.

„Promoting a positive school climate has a strong impact on learners’ participation and performance. Feeling accepted and valued by peers and teachers, and having friends is of key importance for children and adolescents to feel a sense of belonging at school and to be able to thrive. An unfavourable school climate, on the other hand, which is characterised by violence and bullying and where learners do not feel respected or supported, can have a negative impact on learners’ well-being and mental health. […] Bullying and violence-prevention measures in schools are essential for conveying a clear message that violence and bullying are unacceptable.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early leaving from education and training (2023), S. 7.

„Existing research shows that the consequences of bullying build up over time and they affect the targeted student in many ways. First and foremost, it influences the victim’s mental health by leading to a decrease in their self-esteem and an increase in the risk of anxiety and depression, or social isolation from the class or school community. It might also impact targeted student’s physical health by heightening the risk of eating or sleep disorder. In addition, bullying at school has an impact not only on its direct victims, but also on bystanders. But bullying can also affect how well students do at school. Students who are afraid of being attacked, ridiculed or insulted by others may have trouble concentrating during class, forget an important assignment, or skip some days at school, all of which can contribute to learning loss.“
Univ.-Prof. Dr. Zbigniew Karpiński, The experience of being bullied at school and its effect on reading proficiency in grade 4 (2023), S. 4.

„Small size classes help teachers reduce time spent on disciplinary and class management matters and consequently devote more time on effective instruction, learning activities, and individualized instruction and personalized processes.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 3.

„Experienced teachers may be able to manage classrooms more efficiently and save, as a result, time to create a more collegial and engaging classroom atmosphere, to strengthen effectiveness of instruction, to increase the quality of communication in the classroom, and to have more individualized interactions with students.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 3.

„Our findings indicate that teacher experience has a salient effect on children’s non-cognitive outcomes. In particular, teacher experience is a significant, positive predictor of students’ self-control, interpersonal skills, and approaches to learning and a negative correlate of externalizing problem behaviors.“
Univ.-Prof. Dr. Spyros Konstantopoulos u. a., Class size and teacher effects on non‑cognitive outcomes in grades K‑3. In: Large-scale Assessments in Education (2023) 11:33, S. 17.

„Self-control has been shown to be a reliable predictor of academic performance as measured by course grades and standardised achievement tests exceeding the impact of cognitive skills.“
Mykolas Steponavičius u. a., Social and emotional skills: Latest evidence on teachability and impact on life outcomes (2023), S. 60.

„The value of social and emotional skills is both direct and indirect as it helps individuals to find and secure employment as well as perform well on the job.“
Mykolas Steponavičius u. a., Social and emotional skills: Latest evidence on teachability and impact on life outcomes (2023), S. 62.

„Factors like insufficient resources, overcrowded classrooms, heavy workloads, and classroom management issues have been identified as key contributors to teacher turnover.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 19.

„Results from PISA 2015 show that students who reported that they had missed a day of school or had arrived late for school at least once in the two weeks prior to the PISA test were 38 % and 24 % more likely, respectively, to have repeated a grade than students who reported that they had not done so.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 273.

„PISA 2022 shows that social and emotional skills are related to students’ mathematics performance in all countries/economies with available data. […] Students that are intellectually curious, persistent and better able to control their emotions outperform their peers.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 71.

„Around 10 % of students saw gangs in school or saw a student carrying a gun or knife at school.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 95.
Österreich liegt diesbezüglich im OECD-Mittelfeld. (Quelle: OECD, PISA-2022-Datenbank, Table II.B1.3.23.)

„Across all education systems in 2022, students in high-performing systems reported a better disciplinary climate in mathematics lessons.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 96.

„PISA 2022 data show that many students study mathematics in a disciplinary climate that is not favourable to learning […] Apart from 'traditional' disciplinary problems, such as students not listening to what the teacher says, or trying to learn in a noisy and disorderly classroom, one in three students, on average across OECD countries, also reported that, in most or every mathematics lesson, they get distracted using digital devices.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 100.

„PISA 2022 results highlight the importance of finding effective ways to limit the distraction caused by using digital devices in class. The frequency with which students become distracted by other students who are using digital devices in class is among the disciplinary aspects that shows the strongest association with mathematics performance.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 100.

„Finding effective ways to limit distractions is also important for student well-being. For example, in all countries/economies students who perceived the climate in their mathematics lessons to be less disruptive were less anxious towards mathematics.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 101.

„Across all education systems, students in high-performing education systems were less likely to have skipped classes or school days and were more punctual in the two weeks prior to the PISA test.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 109.

„In most education systems in 2022, students who attended classes regularly and punctually performed better in mathematics as compared to their peers who skipped school or classes and arrived late for school. […] On average across OECD countries, the difference in mathematics performance between truant and non-truant students was 27 points.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 110.

„In horizontally stratified systems, students of different abilities, behaviour or interests are separated into different schools, programmes and classes so that what is learned (content and difficulty) and how it is taught (pedagogy) can be tailored to better meet students’ needs. This sorting and grouping of students is generally termed educational stratification, which refers to the various ways that schools and education systems organise instruction for students with different abilities, behaviour, interests and pace of learning.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 127.

„Attendance at pre-primary school has been shown to improve students’ behaviour, attention, effort and class participation in primary school. […] The benefits of attendance at pre-primary education tend to be greater for socio-economically disadvantaged children.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 133.

„PISA 2022 results show that school phone bans appear to be effective in reducing distractions in class. However, on average across OECD countries, 29 % of students in schools where the use of cell phones is banned reported using a smartphone several times a day, illustrating that cell phone bans are not always effectively enforced.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 168.

„Evidence from PISA 2022 shows that 30 % of students reported becoming distracted by using digital devices in mathematics lessons. […] Relying on students’ cell phones at school increases the risk that students use their phones in class for non-educational activities or get distracted by notifications. By contrast, the use of educational software at school has a more moderately negative association with students’ concentration, suggesting that the use of digital resources with pedagogical intent makes a difference, although it does not completely eliminate distractions.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 186.

„In East Asian school systems, such as Hong Kong (China), Japan, Macao (China) and Chinese Taipei, and also in Slovenia, more than two in three students attended a school where it would be likely or very likely that a student is transferred to another school for low academic achievement. […] On average across OECD countries, students with bad performance or behaviour were more likely to be transferred to another school if they attended a private school than if they attended a public school.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 231.

„Apart from 'traditional' disciplinary problems, around 30 % of students, on average across OECD countries, reported that, in most or every mathematics lesson, they get distracted using digital devices. Equally important, around 25 % of students indicated that, in most or every lesson, they become distracted by other students who are using digital devices, that the teacher has to wait a long time for students to quiet down, that students cannot work well and that students do not start working for a long time after the lesson begins. […] On average across OECD countries, students who reported that they become distracted in every or most mathematics lessons scored 15 points lower in mathematics than students who reported that this never or almost never happens, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 254f.

„In all countries/economies students who perceive the climate in their mathematics lessons to be less disruptive reported feeling less anxious towards mathematics.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.

„Many schools have introduced guidelines addressing the problem of distraction when students use digital devices in school. The content and design of such rules, as well as the capacity to enforce them, determine their effectiveness. When a school’s written statements or rules are too general, imprecise or lenient, they are unlikely to benefit teaching and learning with digital devices. Schools and teachers also need the time and capacity to enforce such rules. […] On average across OECD countries, 30 % of students in schools where the use of cell phones is banned reported using a smartphone several times a day, and 21 % reported using one every day or almost every day at school. These data show that cell phone bans are not always effectively enforced.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 255.

„Teachers need to be experts at multitasking as they respond to many different learner needs at the same time. They do their job in a classroom dynamic that is always unpredictable and that leaves teachers little time to think before reacting.“
OECD (Hrsg.), Teaching for the Future - Global Engagement, Sustainability and Digital Skills (2023), S. 16.

„Teachers worldwide face a heavy workload that is also accompanied by demands from school administrators, peers and colleagues, as well as students and their parents. Teacher stress is conceptualised as the experience of unpleasant and negative emotions resulting from their daily work. A number of different stressors, related to a teachers’ workload and classroom factors, have been previously reported in empirical literature. These include, for instance, discipline problems, time pressures and poor student motivation, amongst others.“
Univ.-Prof. Dr. Marcela Pozas u. a., The effects of differentiated instruction on teachers’ stress and job satisfaction. In: Teaching and Teacher Education 122 (2023), S. 2.

„Truancy, or skipping classes and being late to school, appears to be a good predictor of expected early leaving from education and training.“
Cedefop (Hrsg.), Expected early leaving among native and migrant students (2022), S. 21.

„Small classes allow for increased instructional time (owing to fewer disruptions and less classroom management time), more intensive teacher-student and student-student interactions, higher personal and academic support as well as better emotional connections and identification of students with the class and the school community.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 48.

„Some of the most robust evidence surrounding peer effects concerns the detrimental effects of exposure to disruptive peers – both in schools and in neighbourhoods.“
Univ.-Prof. Dr. Francis Green, Private schools and inequality (2022), S. 7.

„Children who start school with poor school readiness skills have challenges catching up with peers with higher levels of such skills. Some scholars have also indicated that children who were not academically prepared upon school entry were more likely to suffer from social and personal problems such as unemployment, welfare dependence, dropping out of school, and criminal behavior in the following 10–25 year period.“
Univ.-Prof. Dr. Krisztián Józsa u. a., School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success (2022), S. 1.

„Safety is one of the aspects of school climate with the strongest relation to student
outcomes.“
Univ.-Prof. Dr. Trude Nilsen u. a., Trend analyses of TIMSS 2015 and 2019. In: Large-scale Assessments in Education (2022), 10:15, S. 3.

„Heavy drinking in adolescence can have severe health, social, and educational consequences. […] Alcohol use in adolescence is […] related to poor educational outcomes, including bullying and social exclusion, which in turn may impact the formation of human capital.“
OECD (Hrsg.), Health at a Glance: Europe 2022 (2022), S. 112.

„Good teaching requires a well-managed classroom in which disruptions are minimised and learning time is maximised.“
OECD (Hrsg.), Mending the Education Divide (2022), S. 44.

„The transition to primary school is considered a critical life event as it can be an opportunity and a risk at the same time. This early phase is important, as students who experience social, behavioral, or academic difficulties at the beginning are more likely to continue to experience problems as their school careers progress.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Children with high cognitive skills in preschool were found to be particularly likely to be more self-reliant, to show more persistence of effort, to cope better with school demands, and to be socially better integrated into class. Children who adapt well to school life are more likely to enjoy going to school, to make friends, and to develop a sense of belonging in school.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Students who enjoy going to school and learning show more interest in learning content, have higher persistence of effort, engage more in lessons, and have fewer behavioral problems.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Many studies show positive effects of the attendance at early educational institutions on children’s language skills. […] Yet, results are controversial with respect to the effects of very early attendance at centre-based care. In particular, previous research underlines the importance of the time of entrance in centre-based care and the intensity/amount of time spent there, showing that children who start to attend centre-based care from a very early age and/or spend a large amount of hours in care from early on appear to be at an increased risk for behavioural problems.“
Dr. Anna Volodina u. a., Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries (2022), S. 4.

„Especially the more frequent reading to the child in families with high-educated parents turned out to account for SES-related differences (Anm.: SES = socioeconomic status) in children’s language and social skills. Through shared picture book reading, children do not only learn words and improve their language skills; they additionally learn how characters in storybooks behave and how they solve social problems; these characters may serve as models for prosocial behaviour and patterns of interaction.“
Dr. Anna Volodina u. a., Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries (2022), S. 14.

„Data from some countries indicates that some well-qualified candidates may be being dissuaded from entering teaching. For example, in Berlin completion rates in five-year Masters’ level teacher preparation are high, but nearly half of the graduates do not progress into employment reporting 'high stress levels and workload' in teaching as their reasons.“
Univ.-Prof. Dr. Wyatt-Smith u. a., Reviewing the Evidence Base: Attraction, Pathways and Retention. A Focus on Attracting Candidates (2022), S. 6f.

„When there are classroom disciplinary problems, boys seem to be more disturbed by this than girls are. In fact, the more the average school teacher perceives there are disciplinary issues, the greater the difference in PISA reading scores between girls and boys within schools – favouring girls. Perhaps boys are more affected by deteriorated learning conditions because they are exposed to greater peer pressure than girls. It is also more likely that boys are the students disturbing lessons. Overall, boys seem to be less able than girls to stay focused on their schoolwork when there are disciplinary issues in the school.“
OECD (Hrsg.), Teaching in Focus 39 (April 2021), S. 3.

„Doing extracurricular activities with students is not only beneficial for teacher-student relationships but can also improve the disciplinary climate. Our findings show that the more time teachers spend on extracurricular activities, the more students report that the classroom is disciplined.“
OECD (Hrsg.), Teaching in Focus 39 (April 2021), S. 4.

„Students tend to perform better on average the more class time school teachers spend on actual teaching and learning. […] When teachers do not actually teach and students do not learn in class, it is usually due to disciplinary issues or administrative tasks.“
OECD (Hrsg), Teaching in Focus 38 (Februar 2021), S. 3.

„Kleinere Klassen werden oft positiv bewertet, denn sie ermöglichen es den Lehrern, sich stärker auf die einzelnen Schüler zu konzentrieren, außerdem müssen sich die Lehrkräfte weniger mit Störungen des Unterrichts auseinandersetzen.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 416.

„Despite high levels of cognitive functioning, gifted children may underachieve in school because of boredom and resulting bad disciplinary behaviour. They can also struggle with social relations and have low levels of emotional and psychological well-being because their high cognitive functioning can lead them to be bullied or isolated. Moreover, some gifted students can face difficulties in social encounters because their high functioning in cognitive domains may lead them to feel lost in situations that they cannot comprehend and classify, such as social situations.“
Dr. Lucie Cerna u.a., Promoting inclusive education for diverse societies (2021), S. 20.

„The findings indicate that teachers report higher levels of stress if they are working in classrooms they consider disruptive, or when they feel less self-confident about managing student behaviour or in motivating students. On the other hand, teachers report lower levels of stress when they consider their school environment to be collaborative and when they believe they have autonomy in their job.“
EU-Kommission (Hrsg.), Teachers in Europe (2021), S. 150.

„Teachers are affected psychosocially by the social conditions they face in the classroom and in trying to create a physically safe, emotionally secure and psychologically encouraging learning environment. A report from the United States found that 46 per cent of teachers reported high levels of daily stress, which affected their health, quality of life and performance – almost at the same levels as a nurse, making teaching one of the most stressful occupations in the country.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 31.

„Reasons for high turnovers among teachers are attributed to lack of leadership, a negative working climate, increased job expectations (such as assessments, student behaviour, administrative tasks, social and emotional needs of students). Bullying and harassment may also be a contributing factor.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 31.

„In the United Kingdom, a study by a teacher’s union revealed that one in five of the 1,200 teachers surveyed had been sexually harassed by pupils, colleagues, managers or parents, while 67 per cent had received inappropriate comments about their appearance or body.“
ILO (Hrsg.), The future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda (2021), S. 31.

„Longitudinal studies showed that childhood self control, emotional stability, persistence, and motivation have long term effects on health and labour market outcomes in adulthood. Some studies even found that these sorts of attitudes and behaviours are stronger predictors of long-term outcomes like college attendance, earnings, home ownership and retirement savings than test scores.“
OECD (Hrsg.), Beyond Academic Learning (2021), S. 22.

„A domain that is often negatively related to students’ school performance is Neuroticism (or lack of emotional regulation). Students who find it difficult to regulate their emotions, that is, those who are less stress-resistant and less optimistic, tend to have lower school performance when compared to their peers.“
OECD (Hrsg.), Beyond Academic Learning (2021), S. 22.

„Cognitive skills cannot compensate for a lack of social and emotional skills: both are needed for people to prosper in life.“
OECD (Hrsg.), Beyond Academic Learning (2021), S. 23.

„Adolescents are particularly affected by harmful drinking. Adolescents who have experienced drunkenness show lower life satisfaction; they are up to twice as likely to bully their classmates; and they have lower performance at school, although the causal link cannot be asserted. Students with harmful drinking patterns are less likely to complete higher education, particularly in the case of girls. Lower education outcomes affect the formation of human capital, economic growth and social welfare, and worsen inequalities.“
OECD (Hrsg.), Preventing Harmful Alcohol Use (2021), S. 19.

„Children who reported frequent drunkenness were twice as likely as those who never drank alcohol to exhibit antisocial behaviour with their classmates. In particular, 50 % of boys who had experienced drunkenness 11 times or more in their lifetime reported bullying their classmates, compared to 24 % among abstainers.“
OECD (Hrsg.), Preventing Harmful Alcohol Use (2021), S. 37.

„Supportive child-parent relationships generate healthy attachments and can positively affect children’s understanding and regulation of emotions, as well as their feelings of security and taste for exploration and learning. The Programme for International Student Assessment (PISA) and many other studies show that children whose parents engage in activities such as reading, writing words, telling stories and singing songs not only tend to achieve better reading and numeracy skills as they age, but they are also more motivated to learn.“
OECD (Hrsg.), Starting Strong VI (2021), S. 79.

„If children have not developed core foundation skills at seven years-of-age, they are likely to struggle to progress well at school and are more likely to have social and behavioural difficulties in adolescence and in adulthood.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 9.

„Self-regulation refers to the mental processes that enable individuals to plan, focus attention, remember instructions and juggle multiple tasks successfully. Early skills in selfregulation enable children to persist in achieving goals and to regulate their behaviour. […] The development of self-regulation skills in early childhood is associated with a wide range of positive outcomes, independent of cognitive ability. These include higher academic achievement, better labour-market outcomes as adults, including employment levels and earnings, better health outcomes and lower likelihood of involvement in crime.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„Early self-regulation appears to be particularly important for low-income and at-risk children in achieving more successful outcomes in later life. The ability to self-regulate and sustain attention appears to provide a protective factor for these children, mediating the relationship between family socioeconomic status and other disadvantages and the children‘s later academic and wider life outcomes.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„Student discipline is one of the most-cited working condition reasons for teachers’ decisions to quit. Research has found a significant correlation between student misbehavior and teacher attrition. The issue is even more significant among beginning teachers, who say they experience more pressure regarding their relationship with students and their ability to manage student behavior.“
Dr. Lixia Qin, Country effects on teacher turnover intention. In: Educational Research for Policy and Practice, 20, 1 (2021).

„Increased student heterogeneity in the classroom may […] have negative consequences for the teachers. In particular, students’ behavioural problems have been associated with higher levels of teacher dissatisfaction and stress. […] It has also been indicated that larger class size is related to higher levels of burnout and exhaustion.“
Univ.-Prof. Dr. Timo Saloviita u. a., Teacher burnout explained: Teacher-, student-, and organisation-level variables. In: Teaching and Teacher Education 97 (2021), S. 3.

„According to Hattie the potential predictors of achievement reside in students themselves. Student’s gender, school absenteeism, early numerical and reading skills, preschool education, perceptions, attitudes and the frequency of speaking test language at home are some of the fundamental student-related factors presented in the literature.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 2.

„Virtual charter schools, which use technology to deliver education at students’ homes, are found to have a substantial negative effect on achievement. By contrast, so-called 'no excuses' charter schools, which emphasize standardized tests, behavioural standards and longer instruction time, have produced outcome improvements, especially for disadvantaged groups.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 45.

„Absence from school or dropping out before finishing is linked to social isolation, which in turn can lead to mental health conditions, including self-harm, suicidal ideation, depression, anxiety and substance use.“
UNICEF (Hrsg.), The State of the World’s Children 2021 (2021), S. 78.

„Teachers who see themselves as responsible for their students’ learning and do not expect students to learn primarily on their own are more effective. Accordingly, it is important to try to maintain a high-energy classroom atmosphere and consider oneself the primary factor in a student’s learning.“
Kevin Butler, The Value of Direct Instruction for At-Risk Students. In: Journal of Education and Development; Vol. 4, No. 2; August 2020, S. 12.

„Immer mehr Schülerinnen und Schüler sind von Cybermobbing betroffen. Die Zahl der Betroffenen ist seit 2017 um 36 % angestiegen, von 12,7 % in 2017 auf 17,3 % in 2020.“
Bündnis gegen Cybermobbing (Hrsg.), Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern (2020), S. 9.

„Nach den Ergebnissen des letzten Pisa-Reports 2017 wird fast jeder sechste 15-jährige Schüler regelmäßig und teils massiv gemobbt. Psychische und auch physische Gewalt an Schulen steht demnach auf der Tagesordnung. Für viele ist die Schule deshalb ein ‚Ort der Qual‘, wie die Autoren konstatieren.“
Bündnis gegen Cybermobbing (Hrsg.), Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern (2020), S. 11.

„Insgesamt nehmen die befragten Lehrkräfte ein sehr gewaltbereites soziales Klima unter den Jugendlichen wahr, das die Anonymität im Internet nochmals verschärft.“
Bündnis gegen Cybermobbing (Hrsg.), Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern (2020), S. 47.

„Cybermobbing kann bei den Betroffenen oft deutliche Spuren hinterlassen. So können bei Schülerinnen und Schülern, die in irgendeiner Form Opfer von Cybermobbing geworden sind, verschiedene Auswirkungen festgestellt werden. Mit Abstand am häufigsten werden niedergeschlagene bzw. bedrückte Stimmungen beobachtet (73 %). Die Hälfte der Pädagogen berichtet zudem von einem Leistungsabfall in der Schule, gefolgt von häufigem Fehlen vom Unterricht und Konzentrationsproblemen (jeweils 46 %).“
Bündnis gegen Cybermobbing (Hrsg.), Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern (2020), S. 61.

„Schaut man sich die Motive der Täter an, zeigt sich, dass diese überwiegend in Richtung einer Rechtfertigung tendieren. So sind 45 % der Täter der Ansicht, dass es die betreffende Person verdient habe, gemobbt zu werden und 41 % führten ihre Cybermobbing-Attacken aufgrund von persönlichen Konflikten mit dem Betroffenen aus. Jeder vierte Täter führte zudem selbstjustiziarische Motive für sein Handeln an (‚weil mich diese Person auch gemobbt hat‘ bzw. ‚um andere, die gemobbt worden sind, zu rächen‘). Überaus bedenklich ist allerdings, dass 27 % der Täter Cybermobbing-Attacken nur zum Spaß durchführen und 12 % Cybermobbing gar als ‚cool‘ erachten. Auch die persönliche ‚Tagesform‘ bzw. eigene Befindlichkeiten haben durchaus Einfluss, so werden 18 % aus Langeweile und 15 % aufgrund schlechter Laune als ‚Cybermobber‘ aktiv.“
Bündnis gegen Cybermobbing (Hrsg.), Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern (2020), S. 108f.

„Fast zwei Drittel der Schulleitungen in Nordrhein-Westfalen (64 %) – und damit mehr als noch vor zwei Jahren – berichten, dass es an der eigenen Schule in den letzten fünf Jahren Fälle von psychischer Gewalt gab, also Fälle, bei denen Lehrkräfte direkt beschimpft, bedroht, beleidigt, gemobbt oder belästigt wurden. Fälle von Mobbing über das Internet, also Fälle, in denen Lehrkräfte über das Internet diffamiert, belästigt, bedrängt, bedroht oder genötigt wurden, gab es laut einem Drittel der Schulleiterinnen und Schulleiter an der eigenen Schule. 41 Prozent der Schulleiterinnen und Schulleiter in Nordrhein-Westfalen können von Fällen körperlicher Gewalt gegen Lehrkräfte an der Schule berichten.“
forsa (Hrsg.), Gewalt gegen Lehrkräfte aus Sicht der Schulleiterinnen und Schulleiter (2020), S. 5.

„61 Prozent der Schulleitungen – und damit deutlich mehr als vor zwei Jahren – berichten, dass es an der eigenen Schule in den letzten fünf Jahren Fälle von psychischer Gewalt gab, also Fälle, bei denen Lehrkräfte direkt beschimpft, bedroht, beleidigt, gemobbt oder belästigt wurden.“
forsa (Hrsg.), Die Schule aus Sicht der Schulleiterinnen und Schulleiter – Gewalt gegen Lehrkräfte (2020), S. 5.

„Fälle von Mobbing über das Internet, also Fälle, in denen Lehrkräfte über das Internet diffamiert, belästigt, bedrängt, bedroht oder genötigt wurden, gab es laut einem Drittel der Schulleitungen (32 %) an der eigenen Schule. Ebenfalls jede dritte Schulleitung (34 %) kann (auch) von Fällen körperlicher Gewalt gegen Lehrkräfte an der Schule berichten.“
forsa (Hrsg.), Die Schule aus Sicht der Schulleiterinnen und Schulleiter – Gewalt gegen Lehrkräfte (2020), S. 5.

„Anders als noch 2018 meinen aktuell nur noch 56 Prozent der Schulleitungen von Schulen, in denen es Fälle von psychischer oder physischer Gewalt bzw. von Mobbing über das Internet gegeben hat, dass es ihnen in den allermeisten Fällen gelungen sei, die Kolleginnen und Kollegen in Fällen von Gewalt ausreichend zu unterstützen.“
forsa (Hrsg.), Die Schule aus Sicht der Schulleiterinnen und Schulleiter – Gewalt gegen Lehrkräfte (2020), S. 6.

„In den Fällen, wo Schulleitungen berichten, dass sie von Gewalt betroffene Kolleginnen und Kollegen nicht ausreichend unterstützen konnten, begründen dies die meisten damit, dass Eltern nicht kooperationswillig waren (69 %). 58 Prozent der Schulleitungen berichten, dass die betroffenen Schülerinnen und Schüler sich oft uneinsichtig zeigten. […] 18 Prozent der Schulleitungen meinen, die Meldung von Vorfällen würde zu einem Reputationsverlust der Schule führen. Fast ebenso viele (15 %) beklagen, dass sich die Schulverwaltung bzw. Gemeinde des Themas nicht ausreichend angenommen hat. Dass die Meldung von Vorfällen von den Schulbehörden nicht gewünscht ist, geben 11 Prozent der betroffenen Schulleiterinnen bzw. Schulleiter an. Nur wenige (6 %) sagen, dass die Unterstützung im Kollegium gefehlt hat.“
forsa (Hrsg.), Die Schule aus Sicht der Schulleiterinnen und Schulleiter – Gewalt gegen Lehrkräfte (2020), S. 7.

„Boys seem to be more disturbed than girls by classroom disciplinary problems and school organisational issues. As the level of disciplinary issues perceived by the average school teacher increases, the difference in PISA reading scores between girls and boys within schools tends to increase further in favour of girls. […] Boys might be more affected by deteriorated learning conditions, as they tend to be exposed to greater peer pressure than girls. They may also more likely be the students disturbing lessons.“
OECD, Positive, High‑achieving Students (2021), S. 26.

„Boys adopt attitudes that include a disregard for authority, academic work and formal achievement, which might express more acutely when there are practical and organisation disruptions in the school. Overall, boys seem to be less able than girls to stay focused on their schoolwork when disciplinary or practical issues occur in the school.“
OECD, Positive, High‑achieving Students (2021), S. 26.

„Teachers’ involvement in extracurricular activities with their students might be an effective way to improve the disciplinary climate. Time spent with students outside of the regular classroom hours can be particularly positive for establishing and nurturing good relationships with students, which, in turn, are conducive of good conditions for students’ cognitive and social-emotional development.“
OECD, Positive, High‑achieving Students (2021), S. 27.

„Longitudinal studies showed that childhood self-control, emotional stability, persistence, and motivation have long-term effects on health and labour market outcomes in adulthood. Some studies even found that these sorts of attitudes and behaviours are stronger predictors of long-term outcomes like college attendance, earnings, home ownership and retirement savings than test scores.“
OECD, Positive, High‑achieving Students (2021), S. 89.

„Schüler, die sich in der Schule sicher fühlen, erzielen tendenziell bessere Bildungsergebnisse. Im Gegensatz dazu kann ein von Respektlosigkeit, Mobbing, Schikanen oder Gewalt geprägtes Umfeld das Lernen massiv erschweren. Mobbing in der Schule kann sich für lange Zeit negativ auf das psychische Wohlergehen der Schüler auswirken und erhöht die Wahrscheinlichkeit, die Schulausbildung vorzeitig abzubrechen.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 146.

„Kleinere Klassen werden oft positiv bewertet, denn sie ermöglichen es den Lehrern, sich stärker auf die einzelnen Schüler zu konzentrieren, außerdem müssen sich die Lehrkräfte weniger mit Störungen des Unterrichts auseinandersetzen.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 458.

„Attainment not only depends on cognitive skills, but also on noncognitive traits (e. g. conscientiousness, perseverance, or self-control) that children from higher social backgrounds are better equipped with.“
Dr. Jan Paul Heisig u. a., Cross-national differences in social background effects on educational attainment and achievement. In: Compare, 2020, Vol. 50, No. 2, S. 167.

„An increase in frequency of being absent is highly related to a decrease in average achievement, especially for students absent 'once every two weeks' or more. For example, the average mathematics score in eighth grade decreased from 502 for students 'never or almost never' absent to 495 for students absent 'once every two months', to 475 for students absent 'once a month', to 452 for students absent 'once every two weeks', and to 412 for students absent 'once a week' – a 90-point difference between regular attendance and missing school very often.“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 407.

„Results from European studies as well as from assessments in the United States have consistently shown that there are two important learning environments in early childhood: the parental home and kindergarten. These environments not only provide the framework for development, they also offer learning opportunities and materials, activities, and support for young children to promote their social, cognitive, and emotional development.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1988f.

China: „Classrooms are orderly and teachers report very few incidents or disruption. Thus, teachers‘ instruction time can be spent on teaching and learning activities, whereas in many other countries, including high-performing ones, a disproportionate amount of time goes to classroom management.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 18.

China: „A relative low teaching load allows teachers to devote due attention to other social needs of students and teacher-student relations are very positive. […] The classroom disciplinary climate is relatively high and teachers report that students contribute to creating a pleasant learning atmosphere in class.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 18.

„Research has indicated that novice teachers in their first three years are more likely to leave the teaching profession, as they often encounter challenges in the classroom and have limited professional experience to address those challenges. Therefore, induction and mentoring opportunities are essential strategies for supporting new teachers to help them overcome difficulties in the transition period and preventing early dropouts from the teaching force.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 50.

„Bigger classes can require teachers to give more attention and time to classroom management, student evaluation or providing individualised feedback to students. The PISA 2015 study found that teachers in smaller classes more commonly adapt their teaching to meet the needs of students.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 53.

„TALIS reveals that teachers who teach in larger classes tend to devote less classroom time to actual teaching and learning.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 53.

„The quality of teachers‘ instruction is largely influenced by the disciplinary climate in the classroom, which in turn shapes the quality of student learning experiences. Classrooms with frequent disruptions tend to reduce teachers’ instruction time and distract teachers from their intended instruction plans.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 62.

„About 90% of parents across OECD countries consider school safety and the presence of an active and pleasant climate as important or very important when choosing a school for their child.“
OECD (Hrsg.), Crime & punishment (2020), S. 2.

„In the latest edition of the Programme for International Student Assessment (PISA), in 2018, an average of 23 % of students reported being bullied at least a few times a month, most often boys and low-achieving students vis-à-vis girls and high-achievers. […] Students who are bullied experience more negative schooling experiences and report higher levels of negative feelings, such as sadness. Bullying is also associated with poorer academic performance, although negative relations with peers could be both a cause and consequence of low performance.“
OECD (Hrsg.), Crime & punishment (2020), S. 2.

„Truancy has an impact on learning: on average across OECD countries, reading performance for those who skipped a whole day of school in the two weeks prior to the PISA test was 40 score-points lower than those who did not (the equivalent of over a year of schooling).“
OECD (Hrsg.), Crime & punishment (2020), S. 3.

„Students who reported constant levels of in-classroom disruption scored on average 30 points less on the PISA reading assessment than those who did not. […] About 30% reported that students do not listen to the teacher and that there is noise and disorder in every or most lessons.“
OECD (Hrsg.), Crime & punishment (2020), S. 3.

„Close to 20 % of students in PISA 2018 reported that they could not work well in their classroom for most lessons. About 1 in 4 reported that the teacher often has to wait a long time for students to quieten down and that students do not start working for a long time after the lesson begins always or most often.“
OECD (Hrsg.), Crime & punishment (2020), S. 3.

„PISA 2018 reports that many parents consider safety as their number one concern when choosing a school for their child. This might reflect parental anxieties about bullying and violence in and around schools, despite the general decreasing trend of bullying rates across many countries.“
OECD (Hrsg.), Education in the Digital Age (2020), S. 171.

„In many countries, youth violence, particularly bullying, is a serious challenge in education systems. PISA 2018 data shows that 23 % of students in OECD countries reported being bullied at least a few times a month with 8 % reporting as being frequently bullied.“
OECD (Hrsg.), Education in the Digital Age (2020), S. 172.

„A safe and supportive school environment not only promotes students’ academic achievement, well-being and self-esteem but can also protect them from engaging in deviant and risky behaviours. […] According to PISA 2018, students who attend schools with a high prevalence of bullying are more likely to feel a weaker sense of belonging, a poorer disciplinary climate and less co-operation with their schoolmates than those in schools with a low prevalence of bullying.“
OECD (Hrsg.), Education in the Digital Age (2020), S. 177.

„On average across the OECD, teachers report spending 78 % of classroom time on actual teaching and learning (the equivalent of 47 minutes of a 60-minute lesson), with the rest of classroom time spent on keeping order in the classroom (13 % or 8 minutes) and administrative tasks (8 % or 5 minutes).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 42.
In Österreich sind es 77 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume I (2019), Table I.2.10.)

„Disruptive pupil behaviours are considered a major cause of psychological strain for teachers. […] Three TALIS indicators consider these elements: 'being held responsible for students’ achievement' (reported 'quite a bit' or 'a lot' as a source of stress by 44 % of teachers across the OECD); ‚maintaining classroom discipline' (38 %); and 'being intimidated or verbally abused by students' (14 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 95.

„A precondition for teaching is to be able to manage a classroom. TALIS 2018 results show that while 72 % of the teachers report that they receive classroom management preparation in their initial training, only 53 % feel well prepared in this field, and only half of the teachers had recent professional development in this area.“
Univ.-Prof. Dr. Fernando Reimers, Audacious Education Purposes (2020), S. 18.

„Good classroom discipline, an orderly learning environment, and few disruptions of instruction are considered prerequisites for a good school climate and instructional quality.“
Univ.-Prof. Dr. Ronny Scherer, The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 198.

„A large body of research testifies to the consistently positive and significant relation between a good disciplinary climate and academic achievement across educational contexts, subject areas, and countries.“
Univ.-Prof. Dr. Ronny Scherer, The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 200.

„Research suggests that one important influence on teachers’ decisions about whether to leave teaching is the quality of working conditions in their school, such as the supportiveness of school leadership and discipline among pupils.“
Dr. Sam Sims u. a., TALIS 2018: teacher working conditions, turnover and attrition (2020), S. 5.

„Existing research points to two main determinants of teacher retention. The first is the nature of working conditions in teachers’ schools. Working conditions are strongly associated with retention, particularly for early-career teachers. Quantitative research using teacher survey data suggests that - among the various aspects of working conditions - the nature of school leadership has a particularly strong association with both job satisfaction and retention. Other aspects of working conditions which have been linked with retention include pupil behaviour, teacher collaboration and workload. The second important determinant of teacher attrition is pay. This has been demonstrated in studies using observational data in which pay varies over school districts as well as in quasi-experimental evaluations of policies that have increased pay for specific groups of teachers.“
Dr. Sam Sims u. a., TALIS 2018: teacher working conditions, turnover and attrition (2020), S. 9.

„According to the voice of representatives from various ministries of education and representatives of the teacher workforce the causes for the lack of well-being are multiple. A few of the causes suggested in the discussions were excessive workload, constant reforms imposed on the teaching profession that change with each new government, accountability and evaluation systems that are punitive and confusing, lack of support for schools with unmanageable student misbehaviour issues, class sizes, government interference in curriculum and teaching methods, excessive regulation, the challenges of more diverse and inclusive classrooms, perceived lack of respect for the profession, and, in some countries, inadequate or unequal funding.“
Carine Viac u. a., Teachers’ well-being (2020), S. 15.

„Teachers who are effective at improving test scores are often not equally effective at improving a student’s attitudes and behaviours so it is an additional argument for not focusing only on student achievements.“
Carine Viac u. a., Teachers’ well-being (2020), S. 45.

„Von Fällen an der Schule, in denen Lehrkräfte in den letzten fünf Jahren körperlich angegriffen wurden, wussten 13 Prozent der befragten Lehrkräfte […]. Körperliche Gewalt haben vier Prozent der befragten Lehrkräfte in Baden-Württemberg am eigenen Leib erlebt. […] Von Fällen physischer Gewalt gegen Lehrerinnen und Lehrer berichten auch 16 Prozent der befragten Schulleiterinnen und Schulleiter.“
„BBW Magazin“ vom Mai 2019, S. 7

„78 Prozent der befragten Lehrkräfte in Baden-Württemberg sehen eine Zunahme von Formen des Mobbings über das Internet. Fast jede vierte befragte Lehrkraft in Baden-Württemberg gab an, dass Fälle von Cybermobbing an der Schule vorkamen.“
„BBW Magazin“ vom Mai 2019, S. 7

„Von den Schulleitungen gaben 39 Prozent an, dass Gewalt gegen Lehrkräfte (eher) ein Tabuthema ist und dass damit nicht offen umgegangen wird.“
„BBW Magazin“ vom Mai 2019, S. 7

„Kinder aus Elternhäusern mit niedrigerem Bildungsstand verfügen im Mittel über weniger non-kognitive Fähigkeiten als Kinder aus höher gebildetem Elternhaus.“
Bertelsmann Stiftung (Hrsg.), „Zwischen Bildung und Betreuung“ (2019), S. 35

„Ein lernförderliches Klima wie etwa der Aufbau und die Pflege der persönlichen Beziehungen zwischen Schülerinnen und Schülern und Lehrkräften sowie die Lern- und Unterrichtsatmosphäre, die durch Selbstachtung, Respekt, Vertrauen und Gerechtigkeit geprägt ist, gelten als unverzichtbare Faktoren des Lernerfolgs. Ein hohes Wohlbefinden der Schüler/innen in der Schule und ihren Klassen ist somit auch ein wichtiges Ergebnis schulischen Handelns.“
BIFIE (Hrsg.), „Standardüberprüfung 2018. Mathematik, 4. Schulstufe“ (2019), Länderergebnisberichte, S. 14

„Ein positives Schul- oder Unterrichtsklima wirkt sich nicht nur auf das Wohlbefinden der Schüler/innen und deren Lernerfolg aus, sondern auch auf die Wirksamkeit der Unterrichtenden, das Selbstvertrauen und das Engagement der Lehrenden in der Schule und im Unterricht. Die Unterrichtsdisziplin hat Einfluss auf das Schul- und Unterrichtsklima, insbesondere auf das Element der emotionalen und physischen Sicherheit.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 61

„2018 geben um 4 Prozentpunkte weniger Lehrpersonen an, dass sich die Schüler/innen bemühen, eine angenehme Lernatmosphäre herzustellen. Interessant erscheinen auch die Ergebnisse bezüglich der Zeit, die aufgrund von Unterbrechungen verloren geht bzw. der Lautstärke in der Klasse: Wahrend 2008 23 % der befragten Lehrpersonen angeben, ziemlich viel Zeit zu verlieren, weil Schüler/innen die Stunde unterbrechen, geben dies 2018 um 4 Prozentpunkte mehr Lehrpersonen in Österreich an. Auch stimmen in Österreich 2018 um 3 Prozentpunkte mehr Lehrpersonen der Aussage ‚In der Klasse ist es sehr laut‘ eher bzw. ganz zu als 2008.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 62

„Die Aufrechterhaltung der Unterrichtsdisziplin wird von Österreichs Lehrerinnen und Lehrern 2018 im Vergleich zu 2008 als signifikant schwieriger beschrieben. 2018 geben signifikant mehr Lehrpersonen an, am Beginn der Stunde lang warten zu müssen, bis sich die Schüler/innen beruhigen bzw. dass sie viel Zeit wegen Unterbrechungen verlieren.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 66

„Im Vergleich zwischen TALIS 2008 und 2018 zeigt sich, dass die durchschnittliche Zeit, die die Lehrkräfte in Österreich mit tatsächlichem Lehren und Lernen verbringen, von 79 % auf 77 % gesunken ist.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 87

„In Klassen mit mehr als 30 % Schüleranteil, der eine andere Erstsprache, Migrations- oder Fluchthintergrund hat oder der aus sozioökonomisch benachteiligten Elternhäusern kommt, ist der Anteil an Unterrichtszeit, der für Ordnung sorgen aufgewendet wird, höher als in Klassen ohne Kinder mit solchen Merkmalen.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 87

„Hinsichtlich des Tragens von Waffen in der Schule oder in der Freizeit kommt es zwischen den Erhebungsjahren 2015 und 2017 zu einem bedeutsamen Anstieg. […] Mittlerweile führt mehr als jeder dritte männliche Jugendliche ab und an eine potenzielle Angriffswaffe in seiner Freizeit mit sich; in der Schule trifft dies auf mehr als jeden Zehnten zu.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 62

„Wer die Schule schwänzt, so die Ergebnisse vergangener Schülerbefragungen, hat ein höheres Risiko, auch andere delinquente Verhaltensweisen zu begehen. Vor allem massives Schulschwänzen ist mit der Ausübung von Gewaltkriminalität und anderer Delikte verbunden.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 75

„Je öfter ein/e Schüler/in die Schule geschwänzt hat, desto häufiger hat sie/er in den letzten zwölf Monaten Gewaltdelikte ausgeführt. Während bereits seltenes Schwänzen mit erhöhter Delinquenz in Verbindung steht, sind besonders hohe Delinquenzraten bei den Mehrfachschwänzer/innen zu beobachten: Der Anteil an Gewalttäter/innen ist in dieser Gruppe rund fünfmal so hoch wie in der Gruppe der Schüler/innen, die nie im letzten Schulhalbjahr geschwänzt haben.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 78

„Ein zentraler Aspekt der Lebenswelt von Jugendlichen ist das Zusammenleben in der Familie. Verschiedene Studien zeigen, dass viele der bedeutsamsten Risiko- und Schutzfaktoren für die Entwicklung von gewalttätigem und delinquentem Verhalten in der Familie zu lokalisieren sind. Insbesondere die elterliche Erziehung stellt einen wichtigen Einflussfaktor auf die soziale, psychische und emotionale Entwicklung von Kindern und Jugendlichen dar.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 120

„Eltern, die Gewalt anwenden, sind Verhaltensvorbilder, die gewalttätiges Verhalten als legitimes Mittel der Konfliktlösung modellieren. Zahlreiche Studien belegen, dass Kinder und Jugendliche, die Gewalt von Seiten ihrer Eltern erfahren, ein deutlich höheres Risiko haben, später selbst Gewalt auszuüben.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 120f

„Beim Gewaltverhalten ergeben sich für religiöse Jugendliche tendenziell niedrigere Gewaltraten. Die Ausnahme sind muslimische Jugendliche: In dieser Gruppe geht eine steigende Religiosität tendenziell mit einer höheren Gewaltrate einher.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 133

„Zum einen ist es besonders die Erziehungsarbeit im Unterricht, die von den Probandinnen und Probanden als zeitlich belastend empfunden wird. 62,6 % geben das an. Für über 42 % ist das sogar sehr belastend. Zum anderen sind es organisatorisch-administrative Aufgaben, die belasten: 64 % der Befragten erleben diese Tätigkeiten als belastend, fast 44 % als sehr belastend.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 32

„Ca. die Hälfte aller Befragten stellen eine gewisse Hilflosigkeit der Eltern bei der Kindererziehung bzw. einen ‚problematischen‘ Erziehungsstil der Eltern fest […] Dazu kommt noch, dass sehr viele Lehrkräfte den Eindruck haben, dass die Eltern bzw. Erziehungsberechtigten die Erziehungsaufgabe (übermäßig) an die Schule ‚abwälzen‘, dass also seitens des Elternhauses zu wenig Unterstützung in diese Richtung kommt.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 44

„Ca. zwei Drittel der Lehrpersonen vertreten die Ansicht, dass die Eltern (unangemessenerweise) ihren Erziehungsauftrag nicht wahrnehmen und stattdessen die Erziehungsaufgaben an die Schule delegieren, nahezu die Hälfte aller Befragten geben auch an, dass die mangelnde Unterstützung der Schülerinnen und Schüler durch die Eltern belastend sei.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 44

„Das (u.U. durch ungenügende, häusliche Erziehung) unangemessene Verhalten der Schülerinnen und Schüler bzw. die damit verbundenen Erziehungsaufgaben im Unterricht (ohne ausreichend Sanktionsmöglichkeiten) und organisatorische, bürokratische bzw. administrative Aufgaben belasten offenbar enorm.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 53

„Numerous empirical studies show that parental characteristics and parental involvement are correlated with student academic achievement and student attendance and behavior.“
Univ.-Prof. Dr. Masood Badri, School emphasis on academic success and TIMSS science/math achievements. In: International Journal of Research in Education and Science (IJRES), 2019, 5(1), S. 184.

„There is indeed a robust correlation between the disciplinary climate measure derived from the PISA questionnaire and students’ performance as measured by the same survey. A robust positive relationship between disciplinary climate and students’ performance has been observed since the first wave of the PISA survey in 2000.“
Paul Cahu u. a., „Does School Safety and Classroom Disciplinary Climate Hinder Learning?“ (2019), S. 8

„International evidence shows that limited use of instructional time is a contributor to poor student learning and high levels of student disruption can lead to teacher burnout and decreased effectiveness.“
Paul Cahu u. a., „Does School Safety and Classroom Disciplinary Climate Hinder Learning?“ (2019), S. 9f

„Research shows that differences in academic progress between African American and white students in the United States can be solely accounted for by differences in disciplinary climate. In fact, in schools benefiting from a solid disciplinary climate, African American students have been progressing at the same pace as white students.“
Paul Cahu u. a., „Does School Safety and Classroom Disciplinary Climate Hinder Learning?“ (2019), S. 11

„By preparing children to pay attention, follow rules, and actively engage in learning, executive functions are fundamental to learning readiness and school success. The development of executive function begins early and, like other elements of self-regulation, can be intentionally nurtured in early childhood, family, and school settings.“
Dr. Pamela Cantor u. a., Malleability, plasticity, and individuality: How children learn and develop in context. In: Applied Developmental Science, 2019, Vol. 23, No. 4, S. 314.

„Self-regulation skills and attributes are critical for success in school and life, and there is a strong evidence base to support their vital contribution to short- and long-term social, emotional, cognitive, academic, financial, and health outcomes. Self-regulation skills are important prerequisites for skills associated with school readiness and higher-order learning, including decision making, problem solving, self-direction and organization, metacognition, learning from educational experience and practice, conflict resolution, perseverance, and resilience. Self-regulation-related skills also have powerful interpersonal implications, including promoting better relationships with teachers and peers and being seen by teachers as evidence of greater academic and social competence. More broadly, self-regulation skills are associated with greater engagement in school, increased likelihood of graduating from college, and better health and wealth in adulthood.“
Dr. Pamela Cantor u. a., Malleability, plasticity, and individuality: How children learn and develop in context. In: Applied Developmental Science, 2019, Vol. 23, No. 4, S. 314f.

„Young children who lack self-regulation are less likely to develop supportive relationships, engage in school, and pay attention in class, and they are more likely to withdraw and develop antisocial behavior as they grow older.“
Dr. Pamela Cantor u. a., Malleability, plasticity, and individuality: How children learn and develop in context. In: Applied Developmental Science, 2019, Vol. 23, No. 4, S. 325.

„Warm, caring, supportive student-teacher relationships, as well as other child-adult relationships, are linked to better school performance and engagement, greater emotional regulation, social competence, and willingness to take on challenges.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Implications for educational practice of the science of learning and development (2019), S. 102.

„Unusually high rates of maladaptive behaviors are found among affluent youth beginning around seventh grade, including substance abuse, eating disorders, and even suicide attempts. These are thought to be a function of high rates of stress associated with a culture of competition and peer pressure, coupled with inattentive or permissive parenting in the context of depersonalized school settings.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Implications for educational practice of the science of learning and development (2019), S. 105.

„Misbehaviour – from low-level disruption to violent conduct – is a key driver of teacher workload and stress. Yet too many teachers feel unsupported to deal with challenging pupil behaviour.“
Department for Education (Hrsg.), Teacher Recruitment and Retention Strategy (2019), S. 16.

„The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results is by improving what economists call noncognitive skills. These skills comprise attitudes and behaviors that make people succeed in social interactions in both school and the workplace, such as motivation, patience, perseverance, self-control, and the capacity to evaluate the consequences of today’s action on future outcomes. Several studies show that such skills are crucial for success in life, more so than cognitive skills measured by IQ tests.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 155

„On average, boys show a higher risk of skipping a whole day of school, skipping classes, or arriving late at school. Moreover, children of immigrants appear to be more at risk than native students of both skipping whole days of school or some classes and of arriving late to school.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 37.

„The provision of extracurricular activities and a positive school climate were found to systematically and positively correlate with students’ engagement, effort and perseverance.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 70.

„Teachers’ confidence in their own capacity to control disruptive behaviour in the classrooms, and get students to follow classroom rules, typically increases after the first few years of their careers.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 21.

„Inappropriate student behaviour (based on the principals' perception on students skipping classes, lacking respect for teachers and using alcohol or illegal drugs) appears as to be strongly associated with underachievers in schools.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 62.

„Those who speak the language of instruction at home usually report a higher sense of belonging and fewer experiences of bullying at school than those who speak another language at home, in almost all education systems.“
EU-Kommission (Hrsg.), „Integrating Students from Migrant Backgrounds into Schools in Europe“ (2019), S. 42

„Most of these schools [private] are of high quality, offering a good educational environment. They deploy very substantial resources; respect the need for a disciplined environment for learning; and give copious attention to generating a positive and therefore motivating experience.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 7.

„The bulk of the private school intake is from well-off families with substantial cultural capital and a high degree of parental support and motivation. Accordingly, the great majority are likely to be well behaved in the classroom and aspirational, thereby creating a mutually encouraging and competitive atmosphere.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 8.

„Private schools do better, especially in exams, simply because they are private and independent of government. The freedom of the independent sector to use resources as it thinks best, employ additional staff, teach a broader curriculum, impose its own disciplinary code, meet particular needs and promote independent thinking have all been central to its success.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 112.

„More than 60% of grade four boys and more than 65% of grade four girls agreed a lot that they felt safe in school. While, among grade eight students, only approximately 46% of boys and 49% of girls agreed a lot that they felt safe in school, it is nonetheless positive that nearly half of the grade eight students still agreed a lot that they felt safe in school.“
IEA (Hrsg.), „Do both boys and girls feel safe at school – and does it matter?“ (2019), S. 2
Anm.: Österreich hat an TIMSS 2015 nicht teilgenommen.

„As an international average, grade eight boys who agreed a lot that they felt safe at school outperformed their peers in mathematics and science by 11 points, while girls who agreed a lot that they felt safe at school outperformed their peers by 14 points.“
IEA (Hrsg.), Do both boys and girls feel safe at school– and does it matter? (2019), S. 7.

„Compared with having a high value-added to achievement teacher, a high value-added to attendance teacher has stronger effects on a student’s opportunity to graduate from high school, and meaningful effects on students’ pursuit of higher academic goals such as taking more AP courses. Notably, the effects of value-added to attendance are particular strong for students with lower prior achievement and attendance, while show little impact on students who are at the top of the distribution.“
Dr. Jing Liu u. a., Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School (2019), S. 4f.

„Parents overwhelmingly cite school safety, a good reputation and a pleasant environment as the most important criteria they consider when choosing a school for their child – and for good reason. A safe, supportive and healthy school climate can make a great difference in students’ lives.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 36

„More academically resilient students are found amongst those who reported better discipline in their schools.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 70

PISA 2018: „Some 23 % of students reported being bullied at least a few times a month, on average across OECD countries.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 15
Österreich liegt mit 23 % im OECD-Durchschnitt. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.1

PISA 2018: „On average across OECD countries, 21 % of students had skipped a day of school and 48 % of students had arrived late for school in the two weeks prior to the PISA test.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 15
Österreichs Werte sind mit 17 % bzw. 42 % etwas günstiger (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.4.1)

PISA 2018: „On average across OECD countries, students who reported being bullied at least a few times a month scored 21 points lower in reading than students who did not report so, after accounting for socio-economic status. […] Students who reported being frequently exposed to bullying also reported feeling sad, scared and less satisfied with their lives than students who did not report so.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 46
In Österreich beträgt der Leistungsrückstand 22 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.6)

PISA 2018: „On average across OECD countries, 23 % of students reported being bullied at least a few times a month; 8 % of students were classified as being frequently bullied.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 23 % bzw. 7 % im OECD-Mittelfeld. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, 14 % of students reported that others made fun of them at least a few times a month; 10 % reported that they were the object of nasty rumours at school; and 9% reported that they were left out of things on purpose.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 14 %, 11 % bzw. 14 % über dem OECD-Durchschnitt. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, around 7 % of students reported that they got hit or pushed around by other students at least a few times a month. Similar proportions of students reported that other students took away or destroyed things that belong to them and that they were threatened by others.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 7 % im OECD-Mittelfeld. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, 24 % of students attended schools whose principals reported that learning is 'not at all' hindered, 64 % of students were in schools whose principals reported that learning is hindered 'very little', and 12 % of students were in schools whose principals reported that learning is hindered to 'some extent' or 'a lot' by students intimidating or bullying other students.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 49
Die entsprechenden Werte Österreichs lauten 23 %, 64 % und 13 %. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.8)

„Research finds that both aggressors and victims tend to skip classes and drop out of school more often, and perform worse academically, than peers not involved in bullying.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 52

PISA 2018: „On average across OECD countries, students who reported that other students threatened them at least a few times a month scored 56 points lower in reading than students who reported that they were threatened by other students a few times a year or less frequently, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 54
In Österreich beträgt der Leistungsrückstand 65 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.6)

PISA 2018: „In schools with the lowest percentage of students who reported that they were the object of nasty rumours (that is, schools in the bottom quarter of this indicator in their country/economy), the average reading score was 507 points. In schools with the highest percentage of these students (that is, schools in the top quarter of this indicator in their country/economy), the average reading score was 455 points.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 54
Die entsprechenden Werte Österreichs lauten 496 Punkte bzw. 431 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.7)

„Bullying is a major risk factor for adolescents’ mental and physical health, in both the short and long term. Being bullied increases the risk of depression, anxiety, low self-esteem, loneliness and sadness amongst adolescents.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 57

„Previous PISA results have consistently shown that there is a positive association between students’ perceptions of the classroom disciplinary climate and students’ academic performance, even after accounting for socio-economic status and other student and school characteristics. […] In all countries and economies, students with higher reading scores tended to report a more positive disciplinary climate, after accounting for socio-economic status. Even occasional disciplinary problems were negatively associated with reading performance.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 66

„On average across OECD countries, the most common disciplinary problems […] were that students do not listen to what the teacher says and that there is noise and disorder in the classroom.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 66

PISA 2018: „On average across OECD countries, and in 18 other education systems, the disciplinary climate was better in private schools than in public schools, while the opposite was true only in Japan and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 67

PISA 2018: „In all countries and economies, students who reported a better disciplinary climate in their language-of-instruction lessons performed better in reading, after accounting for the socio-economic profile of students and schools (measured by the PISA index of economic, social and cultural status).“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 69

PISA 2018: „On average across OECD countries, students who reported that students cannot work well in every or most language-of-instruction lessons scored 25 points lower in reading than students who reported that this never happened or happened only in some lessons, after accounting for socio-economic status.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 69

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

PISA 2018: „On average across OECD countries, students who had skipped a whole day of school in the two weeks prior to the PISA test scored 40 points lower than students who had not skipped school during the same period. […] On average across OECD countries, skipping some classes was associated with a decline of 37 score points in reading performance; arriving late for school was associated with a drop of 26 score points, after accounting for the socio-economic profile of students and schools.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 80

PISA 2018: „Students enrolled in schools with the lowest incidence of student truancy (i.e. schools in the bottom quarter of the distribution) scored 514 points in reading, whereas students attending schools with the highest incidence (i.e. schools in the top quarter of the distribution) scored 453 points – a significant difference of 62 score points.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 81

„PISA has consistently found that students who skip school and arrive late for school, even if sporadically, score lower in the assessment compared to students who never skip school and always arrive on time. PISA 2018 results confirm this finding.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 82

PISA 2018: „On average across the OECD countries and economies that distributed the parent questionnaire, 92 % of students’ parents considered a safe school environment important or very important; 89 % considered an active and pleasant school climate important or very important; and 81 % attached the same importance to the academic achievement of the students in the school.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 148

„Analyses show that, on average across OECD countries and economies, when teachers teach larger classes, they tend to spend less classroom time on actual teaching and learning.“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 68

„For the OECD Teaching and Learning International Survey (TALIS) 2018, a considerable share of teachers at lower secondary level reported feeling underprepared for managing classrooms and student behaviour, ranging from more than one in four teachers in Lithuania to more than three in four in Austria and France.“
OECD (Hrsg.), Working and Learning Together (2019), S. 274.

„On average, only 27 percent of respondents believed that students respected teachers. Parents are more likely to encourage their children to become teachers in top-performing education systems like Shanghai, China and the Republic of Korea than in most European countries, where respondents also think that students have less respect for teachers.“
World Bank Group (Hrsg.), Successful Teachers, Successful Students (2019), S. 10.

„‚Die Schwere der psychischen Störungen von Kindern und Jugendlichen nimmt eindeutig zu.‘ So seien 12-Jährige mit Suizidversuchen und dissozialem Verhalten keine Seltenheit mehr.“

Dr. Michael Merl, Primar der Kinder- und Jugendpsychiatrische Abteilung im Kepler-Uniklinikum, Oberösterreichische Nachrichten online am 13. Dezember 2018

„PISA 2015 asked students about the teaching practices they are exposed to at school. […] The findings emphasise the role of a positive school climate in the success of enquiry-based science activities. Enquiry-based science activities are associated with lower scores in science, especially among students who attend disorderly science classes; but this negative association is weakened when students attend disciplined science lessons. The lack of discipline in a classroom makes it more difficult for teachers to organise enquiry-based activities and, in turn, reduces the effectiveness of this practice.“
OECD (Hrsg.), „PISA in Focus 90“ (November 2018), S. 2

„Vorschulkinder, die täglich Smartphone oder Computer nutzten, litten demnach ein Jahr später häufiger unter Hyperaktivität und Unaufmerksamkeit als Kinder, die diese Medien nicht verwendeten. […] ‚Die Ergebnisse geben Hinweise darauf, dass verstärkter Medienkonsum ein Risiko darstellt, Verhaltensauffälligkeiten zu entwickeln.‘“

Tanja Poulain, Leipziger Forschungszentrum für Zivilisationserkrankungen (LIFE), news4teachers.de am 16. Mai 2018

„Wir können bestimmte Risikofaktoren für aggressives Verhalten benennen. Zum Beispiel: Ein Kind, das Gewalt in der Familie erlebt, hat das größte Risiko, selbst gewalttätig zu werden. Defizite in den sozial-emotionalen Fähigkeiten, eine harsche, unberechenbare Erziehung oder ein hoher, aber instabiler Selbstwert können ebenfalls die Wahrscheinlichkeit aggressiven Verhaltens steigern, insbesondere, wenn mehrere dieser Faktoren zusammen auftreten.“

Univ.-Prof. Dr. Jan Pfetsch, Die Zeit online am 7. Mai 2018

„Dass die Stimmung vor allem in Grundschulen aggressiver ist, hat auch mit der immer heterogeneren Schülerschaft zu tun. Es gibt mehr Schülerinnen und Schüler mit Lern- oder Aufmerksamkeitsstörungen und mit unterschiedlichen sozialen, gesellschaftlichen und kulturellen Prägungen und Herausforderungen, die aufeinanderstoßen – aber nicht unbedingt mehr Lehrkräfte, die sich individuell um sie kümmern könnten.“

Univ.-Prof. Dr. Jan Pfetsch, Die Zeit online am 7. Mai 2018

„Dass störungsfreier Unterricht eine wichtige Grundlage ist für erfolgreiches Lernen, gerade auch für Schüler mit ungünstigen Voraussetzungen, wissen wir seit Langem – unter anderem aus den Pisa-Erhebungen.“

Univ.-Prof. DDr. Eckhard Klieme, Die Zeit online am 7. Februar 2018

„Von denjenigen, die später jugendliche Gewalt- und Intensivtäter werden, sind die allermeisten schon in der Grundschulzeit auffällig.“

Univ.-Prof. Dr. Bernd Ahrbeck, Deutsche Welle online am 26. Jänner 2018

„Psychische und Verhaltensstörungen zählen mit einer Prävalenz von 26 % zu den vier häufigsten Krankheitsbildern bei Kindern und Jugendlichen.“

DAK (Hrsg.), „Kinder- und Jugendreport 2018“ (2018), S. XXII

Deutschland: „Im Jahr 2016 lag die administrative Diagnoseprävalenz psychischer Erkrankungen und Verhaltensstörungen bei 259 Fällen je 1.000 Kindern und Jugendlichen. Demnach waren mehr als ein Viertel aller Kinder und Jugendlichen betroffen. […] Die Prävalenz nahm innerhalb des frühen Kindesalters bis hin zum Alter von 5 Jahren zu. Mit 476 Fällen je 1.000 bei Jungen bzw. 344 je 1.000 Fällen bei Mädchen war bei Kindern im Alter von 5 Jahren die Erkrankungshäufigkeit am höchsten.“

DAK (Hrsg.), „Kinder- und Jugendreport 2018“ (2018), S. XXII

„Während bei den meisten körperlichen Erkrankungen nur geringe Unterschiede nach dem sozioökonomischen Status festzustellen sind, treten psychische und Verhaltensauffälligkeiten vermehrt bei Kindern und Jugendlichen mit niedrigem sozioökonomischen Status auf. […] Kinder und Jugendliche aus der niedrigen Statusgruppe sind zu einem Drittel der Risikogruppe zuzurechnen, während dies auf ein Fünftel der Heranwachsenden aus der mittleren und ein Zehntel derer aus der hohen Statusgruppe zutrifft (33,5 %, 19,0 %, 9,8 %).“

DAK (Hrsg.), „Kinder- und Jugendreport 2018“ (2018), S. 139f

„Trotz dieser Möglichkeiten (Anm.: digitaler Medien) ist aber auch auf die Grenzen von Smartphones im Unterricht hinzuweisen, die eindringlich in der Studie ‚Brain Drain‘ von Adrian F. Ward und Kollegen offengelegt werden. Sie kommen zu dem Schluss, dass allein die Anwesenheit des Smartphones zu einer verringerten Aufmerksamkeit und dadurch zu geringeren Leistungen führt. Erst wenn sich das Smartphone nicht mehr im selben Raum befindet wie der Lernende, steigen Aufmerksamkeit und Leistungsfähigkeit wieder an.“
Univ.-Prof. Dr. John Hattie u. a., „Visible Learning. Auf den Punkt gebracht“ (2018), S. 102

„Jeder fünfte Jugendliche gibt an, dass schon einmal (absichtlich oder versehentlich) falsche oder beleidigende Inhalte über die eigene Person per Handy oder im Internet verbreitet wurden. […] Konkret nach Bildmaterial, also Fotos oder Videos, gefragt, bestätigen elf Prozent der Jugendlichen, dass schon einmal peinliches oder beleidigendes Bildmaterial, auf dem sie zu sehen waren, verbreitet wurde.“
mpfs (Hrsg.), „JIM-Studie 2018“ (2018), S. 62

„Verlässt man die Ebene möglicherweise unbedachter oder versehentlicher Handlungen und fragt die Jugendlichen, ob im Bekanntenkreis schon einmal jemand per Smartphone oder online fertig gemacht wurde, bejahen dies 34 Prozent. […] Auf die Nachfrage, ob die Befragten selbst schon im Internet fertig gemacht wurden, geben dies wie im Vorjahr acht Prozent an.“
mpfs (Hrsg.), „JIM-Studie 2018“ (2018), S. 63

„Alle Migrantengruppen berichten mehr als doppelt so häufig davon, in der Kindheit schwere elterliche Gewalt erfahren zu haben; d.h. sie wurden geschlagen, getreten oder verprügelt. Die Zustimmung zu Männlichkeitsnormen – gemessen über Aussagen wie z.B. „Ein Mann, der nicht bereit ist, sich gegen Beleidigungen mit Gewalt zu wehren, ist ein Schwächling“ – ist nur für einen sehr kleinen Anteil der deutschen Befragten festzustellen (2,7 %); bei den türkischen Jugendlichen und bei den Jugendlichen aus dem ehemaligen Jugoslawien liegt der Anteil sechsmal so hoch.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 17

„Während deutsche Jugendliche nur zu 8,7 % berichten, mindestens eine Form der schweren elterlichen Gewalt in der Kindheit erlebt zu haben, sind es unter allen Migrantinnen und Migranten 22,7 %, d.h. etwa drei Mal mehr Jugendliche. […] Jugendliche, die in sehr positiven familiären Umständen aufgewachsen sind, haben zu 3,8 % in den letzten zwölf Monaten eine Gewalttat ausgeführt; zu 0,7 % gehören sie den Mehrfachgewalttätern an. Bei Jugendlichen in sehr negativen familiären Umständen liegen die Raten mit 18,4 bzw. 6,8 % um ein Vielfaches höher.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 39f

„Wenn Lehrer klar signalisieren, dass Gewalt unerwünscht ist und Gewaltverhalten entdeckt und sanktioniert wird, hält dies davon ab, zum Gewalttäter zu werden, insbesondere auch jene Schüler, die zu Hause Gewalt erleben.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 41

„Zwei nicht-kognitive Persönlichkeitsmerkmale, die auf den späteren Lebenserfolg (Beruf, Partnerschaft etc.) und die optimale Potenzialentfaltung nachweislich wesentlichen Einfluss haben, sind Selbstkontrolle und Durchhaltevermögen.“
Mag. Florian Schmid. In: özbf (Hrsg.), „begabt & exzellent“, Ausgabe 2, 2018, S. 5

Faktoren, die ein positives Schul- und Unterrichtsklima stören und damit Resilienz behindern

• Die Schülerinnen und Schüler hören der Lehrerin/dem Lehrer nicht zu.
• Im Klassenzimmer ist es oft laut, und es geht drunter und drüber.
• Die Lehrerin/der Lehrer muss lange warten, bis die Schülerinnen und Schüler ruhig werden.
• Die Schülerinnen und Schüler können nicht ungestört arbeiten.
• Die Schülerinnen und Schüler fangen erst lange nach Beginn der Stunde an zu arbeiten.

Vodafone Stiftung (Hrsg.), „Erfolgsfaktor Resilienz“ (2018), S. 9

„Our results reveal that resilient students attend schools with a positive school climate, i.e. schools where students and teachers work together in an orderly environment and student truancy is low.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 7

„Several studies based on cross-country analysis of PISA data have highlighted the importance of a positive classroom climate for students’ academic achievement.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 19

„Schools where class sizes are larger tend to have lower disciplinary climate, perhaps because larger classes are more difficult to manage.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 3

„Across the vast majority of education systems examined, the likelihood that disadvantaged students will be resilient is higher in schools where students report a good disciplinary climate, compared to schools with more disruptive environments, even after accounting for differences in student and school socio-economic status and other factors associated with resilience. Attending orderly classes in which students can focus and teachers provide well-paced instruction is beneficial for all students, but particularly so for the most vulnerable students.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 34

„In Sweden, less than 10 percent of Swedish teachers believe that teaching is valued in their society, more than one in four teachers in Sweden have seriously considered changing professions, and one in five teachers has been subject to violence or threats in their workplace during the past year.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 29.

„We found that low SES parents (Anm.: SES = socioeconomic status) are more likely to be inconsistent in their parenting and to use psychological control with their children more often, which are linked to child behavioural problems. Adverse parenting and behavioural problems are, in turn, associated with low school grades.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), Abstract.

„Parental SES (Anm.: SES = socioeconomic status) has been shown to be strongly correlated with child behaviour problems. These differences are not only due to class specific parenting practices, but they are also attributed to biological and epigenetic mechanisms.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), S. 6.

„Children of higher SES parents (Anm.: SES = socioeconomic status) are less likely to develop behavioural problems, and this in turn is associated with better school grades.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), S. 16f.

„Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems. By contrast, negative and poor-quality relationships and experiences at school, such as bullying, can result in students skipping classes, performing poorly and even dropping out of school entirely.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 51

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside the classroom. In effective schools, students engage in learning activities, rarely miss class and have few disciplinary problems. From the teacher’s perspective, this means an environment that is conducive to instruction and that facilitates classroom management.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 69

England: „Over three quarters (77 %) of teachers said that they think there is a widespread behaviour problem in schools today and half of teachers (50 %) stated that they believe there is a behaviour problem in their schools.“
NASUWT (Hrsg.), The Big Question (2018), S. 5.

England: „Over half (51 %) of all teachers stated that they were subject in the last year to verbal abuse by pupils and 14 % were subject to threats of physical assault by pupils. 3 % of teachers said that they were threatened and abused on social networks by pupils and 11 % said that they were physically assaulted by pupils.“
NASUWT (Hrsg.), The Big Question (2018), S. 7.

England: „When asked to identify the factors that lead to disempowerment, the top five factors identified were constant change (69 %), a culture of blame or criticism (60 %), a lack of respect for teachers’ professional judgement (59 %), unreasonable or unrealistic expectations (57 %), and a lack of understanding of the nature of their job from decision makers (57 %).“
NASUWT (Hrsg.), The Big Question (2018), S. 8.

„Results suggest that a school’s disciplinary climate was a strong predictor of academic achievement and well-being in PISA 2015. […] The association between disciplinary climate and sense of belonging at school was also strong.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 205

„Low self-regulation at age 5 in the BCS (Anm.: BCS = British Cohort Study) was linked with a greater likelihood of having a criminal conviction in adolescence or adulthood.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 33

„A large body of research demonstrates that greater household income (and the family characteristics that go along with it) is associated with children’s better academic achievement, educational attainment and social and emotional skills.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 40

Südkorea: „A comparatively high share of 15-year-olds say they feel like they 'belong' at school (80 %, compared to an OECD average of 73 %), and a relatively low share report being the victim of bullying at least a few times a month (12 %, compared to an OECD average of 19 %).“

Dr. Olivier Thévenon u. a., „Tackling child poverty in Korea“ (2018), S. 35

Global Teacher Status Index 2018:

„In China 80 % of respondents believe that pupils respect teachers, compared to an average of 36 % per country.“

Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 50

„Students tend to perform better in schools that provide an environment that is conducive to learning. Most of all, this means that students listen to the teacher, treat other students with respect, and do not disrupt the flow of instruction (disciplinary climate).“

OECD (Hrsg.), „PISA in Focus 76“ (September 2017), S. 2

„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

„Evidence from a meta-analysis of over 69 studies suggests that internalising behaviours (such as anxiety, low mood, and withdrawal) and externalising behaviours (such as aggression and hyperactivity) are associated with insecure attachment. […] Children who are securely attached to their primary caregivers are 2.5 times less likely to develop social and behavioural problems and show more adaptability, adjustment and exhibit enhanced social skills in later childhood.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 12

„Evidence shows that bullying, cyberbullying, discrimination, exclusion and violence lower performance at school.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2017“ (2017), S. 87

„When asked whether pupils respect teachers, just over 40 per cent of respondents either ‘tended to disagree or strongly disagreed’ in the UK. In comparison, only around 15 per cent and 5 per cent of respondents in China and Singapore respectively said pupils did not respect teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

„Both sexes are at about equal risk of being bullied, but boys are more likely to be subjected to physical violence and threats, while girls seem more prone to be victims of psychological/relational forms of bullying, which can involve such actions as excluding others or spreading rumours.“

UNICEF (Hrsg.), „A Familiar Face. Violence in the lives of children and adolescents“ (2017), S. 39

„Empirical evidence suggests that individuals who are impatient are more likely to drop out of school despite having higher expected returns to schooling, and they are more likely to express regret at middle age and on average earn significantly less than their patient counterparts.“

Univ.-Prof. Dr. Mette Trier Damgaard u. a., „The use of nudges and other behavioural approaches in education“ (2017), S. 10

„In an educational context, it is worth noting that the prevailing social norm in the social comparison group may be detrimental to educational attainment. For example, it may be the norm not to exert effort, to skip classes or to drop out of high school.“

Univ.-Prof. Dr. Mette Trier Damgaard u. a., „The use of nudges and other behavioural approaches in education“ (2017), S. 13

„In the case of school, conscientiousness is the most important factor aside from cognitive abilities when it comes to school performance.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

„Conscientiousness falls into the category of ‘‘non-cognitive” factors that are now acknowledged as complementary to but just as important as cognitive ability in determining human capital outcomes, such as educational attainment and occupational success.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

„The learning environment in Swedish classrooms is positive in terms of student-teacher relations, but it could be more conducive to learning. Teachers report low job satisfaction, and fewer teachers than in other OECD countries would choose their profession again.“

OECD (Hrsg.), „Education Policy Outlook. Sweden“ (2017), S. 4

„Pupils at elementary and junior high school level typically attend school for five to six hours per day over a five-day week. In many schools, students have lunch at school and afterwards jointly clean their classroom and communal areas, including the gym and the lavatories.“

OECD (Hrsg.), „Investing in Youth: Japan“ (2017), S. 111

„Unsafe learning environments create a climate of fear and insecurity and a perception that teachers do not have control or do not care about students’ well-being, and this reduces the quality of education for all students.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 27

„A 2010 study in the UK found that 16-year-olds who were bullied at school were twice as likely to be without education, employment or training, and to have lower wage levels at age 23 and 33, than those who were not bullied. In turn, young men who are not in education, employment or training, are three times more likely to suffer from depression and five times more likely to have a criminal record.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 28

„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

„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 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

„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

„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

„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

„Non-cognitive skills such as patience, self-control and conscientiousness, and preference parameters such as attitudes towards risk have been shown to be highly predictive of outcomes ranging from educational attainment, occupational and financial success to criminal activity and health outcomes. […] In fact, the predictive power of non-cognitive skills appears to rival that of cognitive skills.“

Univ.-Prof. Dr. Sule Alan u. a., „Ever Failed, Try Again, Succeed Better“ (2016), S. 2

„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

„Safety and order in schools refer to the degree of physical and emotional security, along with an orderly disciplinary climate. Both safety and order are positively associated with student outcomes in a number of countries.“

Dr. Trude Nilsen u. a., „Teacher Quality, Instructional Quality and Student Outcomes“ (2016), S. 53f

Schweden: „The study allowance can be withdrawn in response to repeated, unexcused absenteeism. In the school year 2012/13, 6.4 % of all compulsory and upper secondary students had their grants withdrawn.“

OECD (Hrsg.), „Investing in Youth: Sweden“ (2016), S. 127

„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

„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

„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

„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 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

„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

„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

„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

„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, 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

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 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 […] 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 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

„Nearly one-third of teachers on average report losing quite a lot of time to behavioural problems or waiting for students to take their seats. One in four teachers (26 %) report that there is a lot of disruptive noise in their classrooms.“

OECD (Hrsg.), „Education Indicators in Focus 29“ (Februar 2015), S. 3

„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

„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

„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

„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

„Die Gewalttäterrate (erhoben in der 7. Klasse) derjenigen, die in der 5. Klasse angaben, gewalttätig erzogen zu werden, ist mit knapp 16 % beinahe doppelt so hoch wie die Täterrate der nicht gewalttätig erzogenen Jugendlichen (8 %). […] Bei Jugendlichen, die häufig Gewalt seitens der Eltern ausgesetzt waren, zeigte sich ein besonders hohes Risiko, später selbst gewalttätig zu werden. […] Gewalttätige Eltern vermitteln ihren Kindern, dass die Anwendung von Gewalt in Konfliktsituationen ein akzeptables Mittel zur Durchsetzung eigener Interessen darstellt.“
Dr. Maren Weiss u. a., „Längsschnittliche Zusammenhänge zwischen Erziehungsgewalt und Gewaltdelinquenz im frühen Jugendalter“. In: „Rechtspsychologie“ 1(3), 2015, S.297

„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: 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 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 students’ scores in Mathematics.“

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

„According to Japanese students in PISA 2012, student truancy is low (8.9%, compared to the OECD average of 35.3%), and conduciveness to learning in classrooms (disciplinary climate) is above the OECD average.“

OECD (Hrsg.), „Education Policy Outlook. Japan“ (2015), S. 10

„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 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

„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

„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 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

„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

„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 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

„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

„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

„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

„Individuals who displayed patience and self-control as a child or adolescent have better outcomes in terms of health, performance in school, labor market success, social competence, and lifetime income.“

Univ.-Prof. Dr. Sule Alan, „Good Things Come to Those Who (Are Taught How to) Wait“ (2014), S. 2

„Completing high school requires many other skills besides those measured by achievement tests, including showing up in school, paying attention, and behaving in class.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 16

„Students who are bullied are more likely to experience academic difficulties, including underachievement, lower attendance and dropping out, among others.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

„Children who are bullied are likely to experience a range of negative psychological outcomes, including depression, anxiety, thoughts of suicide and low life satisfaction. […] The social, emotional and psychological effects of bullying can be severe and can persist throughout childhood into adulthood.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

„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

„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

„Fewer than one in ten students in Korea and Thailand reported that they cannot work well in class because of disruptions.“

OECD (Hrsg.), „PISA in Focus 32“ (September 2013), S. 1

Im OECD-Mittel sind es 19 %, in Österreich 23 %.

„Disciplinary climate is one of few school-level characteristics that show a significant positive relationship with performance consistently across countries, even after accounting for other school features and students’ background.“

OECD (Hrsg.), „PISA in Focus“, Nr. 32, September 2013, S. 4

„A disciplinary climate that is conducive to learning is not only positively related to student performance, but results from PISA suggest that it can weaken the impact of students’ socio-economic status on performance.“

OECD (Hrsg.), „PISA in Focus“, Nr. 32, September 2013, S. 4

„In a recent survey of teachers in England, nearly 40 % of teachers of the 1000 questioned had considered leaving the profession because of disruptive pupil behaviour; and more than a fifth said they had developed mental health problems as a result.“

Dr. Qing Gu u.a., „Challenges to teacher resilience: conditions count“. In: „British Educational Research Journal“, Vol. 39, No. 1, Februar 2013, S. 23f

„Students who reported that, during their lessons, their peers don’t listen to what the teacher says, there is noise and disorder, the teacher has to wait a long time for students to quieten down, students cannot work well, and students don’t start working for a long time after the lesson begins tend to think that school is not useful for them or for their future.“

OECD (Hrsg.), „PISA in Focus 24“ (Jänner 2013), S. 2

„Insgesamt sind über 80 % der befragten Pädagogen der Meinung, dass das Internet die Bereitschaft der Jugendlichen fördere, böse und gemein gegenüber anderen zu sein. Darüber hinaus sind fast drei Viertel der Ansicht, dass die Umgangssprache zwischen den Jugendlichen härter und gewaltbereiter geworden sei (72 %).“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife – Spannungsfeld zwischen Faszination und Gefahr“ (2013), S. 69

„Young people feel that the adult world has let them down. Many say that they started to skip class when they were in compulsory school, but that adults turned a blind eye to this and never followed up.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 8

„The two foremost causes for dropping-out are bullying and insufficient pedagogical support, but young people also mention the work environment and insufficient support after extended absences. Everyone knows that the working environment is important to learning; young people have described a chaotic, boisterous and loud environment where it is impossible to concentrate.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 30

„Disobedient and aggressive behaviors measured as early as ages 3-5 predict later childhood conduct disorders and adolescent arrests. Most children with conduct disorders experience social difficulties in adulthood, whereas only 8 percent of children without conduct disorders experience such difficulties. Similarly, many children with antisocial behavior around ages 8-10 become antisocial adults and chronic criminal offenders. Almost all antisocial adults were antisocial children.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the mechanisms through which an influential early childhood program boosted adult outcomes“ (2013), S. 19

„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“ (2013), S. 19

„TIMSS and PIRLS 2011 results showed that students who attended schools with disorderly environments and who reported more frequent bullying had much lower achievement than their counterparts in safe and orderly schools.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 115

„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

„Viele Sekundarschulen gehen inzwischen dazu über, für Jugendliche, die am Unterricht nicht interessiert sind und ständig massiv stören, die in diesem Sinne untragbar sind, eine Auszeit zu organisieren, die der Besinnung dient und eine andere Lernumgebung zur Verfügung stellt.“

Univ.-Prof. Dr. Jürgen Oelkers, Vortrag im Forum St. Peter Zürich, 26. März 2012

„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

„Studien zeigen, dass sich die Selbstkontrolle in der Kindheit und Jugend sehr effektiv trainieren lässt, wenn man im Kindergarten und der Schule darauf achtet, entsprechende Situationen und Handlungszusammenhänge zu schaffen.“

Univ.-Prof. DDr. Manfred Spitzer, „Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand bringen“ (2012), S. 242

„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

„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

„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

Dänemark: „Absenteeism of a student triggers not only support, but can also lead to penalties such as forced examinations or loss of study grants.“

EU-Kommission (Hrsg.), „Reducing early school leaving: Efficient an Effective Policies in Europe“ (2012)

„When a classroom climate is characterized by warm, respectful, and emotionally supportive relationships, students perform better academically in part because they are more emotionally engaged in the learning process.“

Dr. Maria R. Reyes u.a., „Classroom Emotional Climate, Student Engagement, and Academic Achievement“. In: „Journal of Educational Psychology“ (2012), Vol. 104, No. 3, S. 710

„Etwa 32 % (Anm.: der 15-Jährigen Österreichs) berichten, dass es von ihren Lehrpersonen ‚die meisten‘ oder ‚alle‘ oft nicht schaffen, ‚die nötige Ruhe und Disziplin in der Klasse herzustellen‘.“

Univ.-Prof. Dr. Ferdinand Eder, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 22

„Je störungsärmer der Unterricht ist und je mehr effektive Lernzeit zur Verfügung steht, umso höher sind die Leistungen der Schülerinnen und Schüler.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 88

„Klassen, in denen die Zeit effektiv genutzt wurde und in denen nur wenige Störungen des Unterrichtsablaufs auftraten, zeigten nicht nur mehr Wissenszuwachs, sondern auch günstige motivationale Entwicklungen.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 354

„Disziplinprobleme im Unterricht sind für viele Lehrkräfte eine Quelle besonderer Belastung, wie COACTIV-Ergebnisse konsistent mit den Befunden anderer Studien gezeigt haben.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 354

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92

„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

„Social and behavioral skills are an important resource for school success in elementary school, both as measured on cognitive tests and even more so by teacher evaluations. Girls have a considerable lead over boys in these skills, and they extend this lead further over the first 6 years of schooling.“

Univ.-Prof. Dr. Thomas A. DiPrete u. a., „Social and behavioral skills and the gender gap in early educational achievement“ (2011)

„Teachers throughout the world cite classroom management, including discipline and student misbehaviour, as one of the most important problems they face.“

Univ.-Prof. Dr. Theo Wubbels, „An international perspective on classroom management“ (2011), S. 113

„Wann immer von Bildungsexperten das finnische Vorbild zitiert wird, stellt sich binnen Kurzem heraus, dass der finnische Erfolg in erster Linie einer besseren Schuldisziplin, weniger fremdsprachigen Schülern und einer effizienteren Einbindung der Familien zu verdanken ist, nicht aber einem allen anderen Ländern überlegenen Schulmodell (schon gar nicht der Gesamtschule).“

Univ.-Prof. Dr. Gerhard Strejcek, Salzburger Nachrichten vom 14. September 2010

„Wer Disziplin missachtet, verhindert Bildung. […] Auch ein so auf Freiheit und Mündigkeit bedachter Denker wie Kant räumt der Disziplinierung in der Pädagogik eine besondere Bedeutung ein.“

Univ.-Prof. Dr. Marian Heitger, Die Presse vom 25. Mai 2010

„Efficient classroom management – that is, preventing disruption and using classroom time effectively – is a robust predictor of the quality of instruction and of students’ learning gains.“

Univ.-Prof. Dr. Jürgen Baumert u. a., „Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress“. In: „American Educational Research Journal“, März 2010, S. 146

„ESL (Anm.: ESL = Early School Leaving) is often concentrated in schools [...], in which the school environment is characterised by violence, disruptive behaviour of pupils, and high levels of absenteeism.“

EU-Kommission (Hrsg.), „Reducing early school leaving“ (2010), S. 9f

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

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

„Research shows that a high level of absenteeism in lower secondary is very often followed by dropout in upper secondary.“

Cecilia Lyche, „Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving“ (2010), S. 17

„Significant correlations have been found between discipline problems and measures of burnout.“

Univ.-Prof. Dr. Einar Skaalvik u.a., „Teacher self-efficacy and teacher burnout: A study of relations“. In: „Teaching and Teacher Education“ (2010), S. 1061