Parents' and pupils' causal attributions for difficult classroom behaviour.

Background: Studies of causal attributions for difficult pupil behaviour in schools have tended to focus on the perspectives of teachers.

Aims: The present study examines the causal attributions made by parents for difficult behaviour in classrooms. It reveals the structure of these attributions and serves as a direct comparison to a previous study of pupils' attributions (Miller, Ferguson, & Byrne, 2000) and, more indirectly, with the teacher studies.

Sample: The participants were 144 parents (106 mothers and 38 fathers) whose children all attended the same inner city school.

Method: A questionnaire was constructed following three initial small group interviews with parents to identify the wide range of factors they viewed as potential causes of difficult classroom behaviour. This was then administered to all the parents of children attending the same inner-city primary school.

Results: Factor analysis indicated that parents' attributions for misbehaviour were best represented by three factors: (1) 'fairness of teachers' actions', (2) 'pupil vulnerability to peer influences and adverse family circumstances', and (3) 'differentiation of classroom demands and expectations'. While there were no differences between parents in terms of gender or ethnicity, they did see the first two factors as more significant contributors to pupil misbehaviour than the third.

Conclusion: There is both agreement and conflict between parents' attributions and those made by pupils and by teachers. The implementation of policy initiatives, such as home-school agreements and Pastoral Support Programmes, risk exacerbating tensions and difficulties if these differences in attributions are not acknowledged and acted upon.