Serving Two Masters

All schools have formal structures and policies to shape the learning and behavioural expectations of their students. These formal structures include classroom allocations, tutor groups, policies for uniform, behaviour, attendance and more, are critical for the functioning of schools. In addition, formal school culture also exists as mottos, school rules, words describing aspirational behaviours of students and an overall view of how the school wants students to behave.  

Equally important though is that all schools have an informal student culture that determines student expectations of one another, of what is valued or not by the students themselves, and this constitutes an informal code of conduct. This is the students' view of how they want students to behave.

The formal and the informal cultures may not necessarily align. And where the expectations of the school around student behaviour do not align with the expectations of the students themselves, the more problematic student behaviour is likely to be. 

What drives informal student culture? Peer influence, or peer pressure, is “….how teenagers’ behaviour is shaped by wanting to feel they belong to a group of friends or peers”. (Australian Government, Department of Social Services). Peer influence leads students to act in ways that may not necessarily align with their own values, but the threat of social exclusion can drive them behave in unexpected ways. For other students, an informal student culture that is supportive of pushing back against the school may empower them to act out when otherwise they may fall into line.

Peer influence can have many positives, such as the benefits of positive and supportive friendships, positive peer feedback and peer learning, and feeling connected to school through our connections to others. Of course, peer influence can have negative impacts such as when students collectively bully others, leading to isolation and possibly mental health impacts for such bullied students. Further, negative peer influence can promote toxic masculinity attitudes that may create increased disrespect and violence relations within schools, and endanger the safety of the children at school.

When formal school structures and informal student culture diverge or are misaligned, it is likely we will see something like these student stories below:

• Mark is a model student in the classroom, but his teacher is surprised to hear of his behaviour in the schoolyard which seems totally out of character for him.
• Georgie is a bright student who was always willing to share raise her hand an offer an answer or opinion. But her teacher has noticed she has recently withdrawn from class participation and keeps to herself.
• Akim used to be a quiet student who diligently applied himself in class. Recently Akim says he does not need to try hard in class and has taken on a ‘cool-kid persona’ to show he does not really care too much about his grades.

What can be done about it? 

Enter Social Network Analysis (SNA) as a tool for understanding the impact that relationships such as friendship and respect have on students. Using Social Network Analysis, SNA Toolbox reveals a range of peer influence effects - identifying different friendship groups, key influencers and leaders, and students who may be at risk of isolation - giving schools an assessment of their student cohort and a quantitative evidence base on which to act. SNA Toolbox provides schools with focal points for action - identifying individual students but also student peer groups - that need support, encouragement, monitoring or intervention (what we call the SEMI framework). 

Understanding and acting on these peer influence insights can help schools to foster a positive and supportive environment, address social challenges and promote healthy relationships that inform student support programs, enhance peer mentorship, and improve student mental and social wellbeing.