ABSTRACT
Schools with formal punishment systems have higher rates of delinquency and poorer attendance than those with systems that foster student autonomy. The egalitarian theorists contend that students will not think for themselves or be motivated to learn in an environment that attempts to control them. The egalitarian theories argue that this is counterproductive and can provoke behavioural difficulties as students attempt to seize back some of the autonomy that is being denied them. The facilitator empowers students to be in command of their own learning and behaviour, giving them practice at exercising initiative, learning cooperatively and communicating accurately. Students seek opportunities to exercise meaningful choices about the learning content and processes in their classes. Young people who are exposed to multiple genetic and environmental stressors are vulnerable to experiencing intellectual, social, emotional and behavioural maladjustment and future negative life events.
