The School and its Impact on Delinquency

  • Sonia Lucia
  • Martin KilliasEmail author
  • Josine Junger-Tas


The school is an important social context for young people’s socialization as they spend a considerable amount of time there. At school, they make friends and are supervised by their teachers. However, the role of the school in the lives of children is often underestimated. When compulsory education was introduced in most countries in the nineteenth century, the school taught – in addition to reading, writing and arithmetic- cultural norms and values, such as industriousness, hard work and how to behave according to the social norm. Teachers used to reward orderliness, diligence, self-control and respect for others, while they would punish children when they were careless or wouldn’t pay attention. Virtues such as the love for God and one’s country, a child’s duties towards his parents, thrift and honesty found their roots in Christian morality and traditional conceptions of good citizenship.


School System School Climate Compulsory School Violent Offense School Career 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Agnew, R. (2005). Juvenile Delinquency. Los Angeles: Roxbury Publishing Company.Google Scholar
  2. Allison, K. R. (1992). Academic stream and tobacco, alcohol, and cannabis use among Ontario high school students. Substance Use & Misuse, 27(5), 561–570.CrossRefGoogle Scholar
  3. Ansalone, G. (2003). Poverty, tracking, and the social construction of failure: International perspectives on tracking. Journal of Children & Poverty, 9(1), 3–20.CrossRefGoogle Scholar
  4. Bryk, A. S., & Raudenbush, S. (1992). Hierarchical Linear Models for Social and behavioral Research: Applications and Data Analysis Methods. Newbury Park: Sage.Google Scholar
  5. Cohen, L. E., & Felson, M. (1979). Social change and crime rates trend: a routine activity approach. American Sociological review, 44(4), 636–655.CrossRefGoogle Scholar
  6. Eisner, M., Manzoni, P., & Ribeaud, D. (2000). Opfererfahrungen und selbst berichtete Gewalt bei Schülerinnen und Schülern im Kanton Zürich. Aarau: Sauerländer.Google Scholar
  7. Farrington, D. P. (1995). The development of offending and anti-social behaviour from childhood: Key findings from the Cambridge study in delinquent development. Journal of Child Psychology and Psychiatry, 36(6), 929–964.CrossRefGoogle Scholar
  8. Farrington, D. P., & Loeber, R. (2000). Some Benefits of Dichotomization in Psychiatric and Criminological Research. Criminal Behaviour and Mental Health, 10, 100–122.CrossRefGoogle Scholar
  9. Febbo-Hunt, M. (2003). The Other Side of the Track: Curriculum Tracking and the Pathway to Delinquency. North Carolina: PhD, North Carolina State University.Google Scholar
  10. Gottfredson, M. R., & Hirschi, T. (1990). A General Theory of Crime. Stanford, CA: Standford University Press.Google Scholar
  11. Gottfredson, D. (2001). Schools and delinquency. Cambridge: Cambridge University Press.Google Scholar
  12. Hallinan, M. T. (1994). Tracking: From Theory to Practice. Sociology of Education, 67(2), 79–84.CrossRefGoogle Scholar
  13. Hallinan, M. T., & Sørensen, A. B. (1985). Ability Grouping and Student Friendships. American Educational Research Journal, 22(4), 485–499.Google Scholar
  14. Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.Google Scholar
  15. Hirschi, T. (2002). Causes of delinquency. New Brunswick: Transaction Publishers.Google Scholar
  16. Jenkins, P. H. (1995). School Delinquency and School Commitment. Sociology of Education 68, 221–239.CrossRefGoogle Scholar
  17. Joseph, J. (1995). Black Youths, Delinquency, and Juvenile Justice. Westport, CT: Praeger.CrossRefGoogle Scholar
  18. Joseph, J. (1996). School factors and delinquency. A study of African American Youths. Journal of Black Studies, 26, 340–355.CrossRefGoogle Scholar
  19. Kelly, D., & Pink, W. (1982). School crime and individual responsibility: The perpetuation of a myth? The Urban Review, 14(1), 47–63.CrossRefGoogle Scholar
  20. Killias, M., Aebi, M. F., Herrmann, L., Dilitz, C., & Lucia, S. (2009). Switzerland. In J. Junger-Tas, I. Haen-Marshall, D. Enzmann, M. Killias, M. Steketee & B. Gruszcynska (Eds.), Juvenile Delinquency in Europe and Beyond: Results of the Second International Self-Report Delinquency Study. Dordrecht: Springer.Google Scholar
  21. Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs. Gifted Children Quaterly, 36(2), 73–77.CrossRefGoogle Scholar
  22. Lorenz Cottagnoud, S. (1996). L’argent de poche. Un des facteurs de la délinquance juvénile? Unpublished Master’s Thesis, Institut de Police Scientifique et de Criminologie, Lausanne.Google Scholar
  23. Lucia, S. (2009). Multi-dimensional approach to bullying. Thèse de doctorat, Université de Lausanne.Google Scholar
  24. Lucia, S., Egli, N., Aebi, M. F., & Killias, M. (2009). Les comportements déviants des jeunes en Suisse. Résultats d’un sondage national. Crimiscope, 40.Google Scholar
  25. Merton, R. K. (1938). Social Structure and Anomie. American Sociological Review, 3, 672–682.CrossRefGoogle Scholar
  26. Oberwittler, D., Blank, T., Köllisch, T., & Naplava, T. (2001). Soziale Lebenslagen und Delinquenz von Jugendlichen. Ergebnisse der MPI-Schülerbefragungen 1999 in Freiburg und Köln. Freiburg i.Br: edition iuscrim.Google Scholar
  27. Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. London: Open Books; Cambridge, MA: Rarvard University Press.Google Scholar
  28. Snijders, T. A. B., & Bosker, R. (1999). Multilevel Analysis: An Introduction to Basic and Advanced Multilevel Modeling. London: Sage Publications Ltd.Google Scholar
  29. Sutherland, E. H. (1947). Principles of Criminology. Philadelphia: Lippincott.Google Scholar
  30. Wiatrowski, M. D., Hansell, S., Massey, C. R., & Wilson, S. L. (1982). Curriculum tracking and delinquency. American Sociological Review, 47, 151–160.CrossRefGoogle Scholar
  31. Wilson, J. K., & Kelling, G. L. (1982). Broken windows: The police and neighborhood safety. Atlantic Monthly, March, 29–38.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Sonia Lucia
    • 2
  • Martin Killias
    • 1
    Email author
  • Josine Junger-Tas
    • 3
  1. 1.University of ZurichZurichSwitzerland
  2. 2.University of LausanneLausanneSwitzerland
  3. 3.University of UtrechtUtrechtThe Netherlands

Personalised recommendations