Schooling and delinquency : the impact of schooling on delinquent behaviour

Abstract

This study explored the school experiences of young adults that have a history of delinquent behaviour. This was done by documenting the school experiences of young adults who at the time of the study were under a probation order. This was done by means of a biographic narrative approach. The opinion of educators about what factors might cause a link between schooling and delinquent behaviour was also investigated in the study. More specifically, the study explored how systemic factors (such as curriculum, authority and streaming) and interactional factors (such as relationships with teachers, school officials and other students) within the educational system contributed towards the development of delinquent behaviour, if at all, within and outside the school premises. The participants interviewed in this qualitative study were five young probationers and seven educators. The findings reveal inter alia that relationships with teachers and other professionals in the school and systemic factors, such as the relevance of the curriculum to students’ expectations and aspirations, are linked with the perpetration of delinquent behaviour in schools and elsewhere. Furthermore, the implications of these findings in terms of policy, research and youth work practice in the Maltese context are then discussed.