„Disciplinary climate – the extent to which children are exposed to disruptive behaviour in the classroom – is one important indicator of school quality and climate. Disruptive behaviour in the classroom prevents teachers from teaching and students from learning, and has been linked consistently with lower educational performance. Data from OECD PISA show that in 2018, in slightly over half of OECD countries, disadvantaged 15-year-olds were significantly more likely than the most advantaged to report a poor relative disciplinary climate in their classroom, with gaps in some countries (Australia, the Czech Republic, France and Slovenia) as large as 10 percentage points or more.“
OECD (Hrsg.), Starting unequal: How’s life for disadvantaged children (2022), S. 37.
Österreich gehört zu den OECD-Staaten, in denen diese Differenz am kleinsten ist. (Quelle: ibidem, Fig. 21.)