When disruptive behavior meets outcome-based education

Abstract

Disruptive behavior is a major concern for most educational systems. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited effect or value. Moreover, recent neoliberal trends with increased focus on student learning outcome change the attitudes towards disruptive student behavior and also narrow down and homogenize the range of what is considered as ?acceptable student behavior?. In this article we discuss the interrelationship between an outcome-based, neoliberal school approach and notions of disruptive behavior. We claim that the outcome-based and neoliberal approach to education basically promotes an un-educational way of thinking about education that also has a huge influence on perceptions of and tolerance towards all kinds of disruptions in schools - whether they come from students, parents, teachers or researchers.