Abstract
This study aimed to test the school control model, inherent to the Social and Personal Control Theory, verifying which context variables and mechanisms would distinguish offender adolescents from non-offenders adolescents, aiming to understand their school experience. Sixty male adolescents (15 school-dropouts-offenders/15 student-offenders, 15 school-dropouts-non-offenders/15 students-non-offenders), aged 14 to 18 participated (M=16,6; SD=0,78). All responded a scale formulated in the light of the theoretical framework. Data were analyzed by the Kruskall-Wallis test, with Dunn post-test. The results showed that everyone would be to some extent vulnerable to negative school-experience, depending on the context variables, and also indicated that “performance” and “school-bond” would be more associated with school-dropout, while “school constraints” with involvement in infractions. The identification of these problematic aspects in the schooling of the offender adolescents helps to think about the interventions, in the socio-educational accompaniment, aiming at an adequate (re)insertion in the school.
Keywords:
adolescent offenders; school; school adjustment
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