The 'collateral impact' of pupil behaviour and geographically concentrated socio-economic disadvantage.

Schools in areas of concentrated disadvantage tend to have below-average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio-economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of 'collateral impact' - collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre-empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools. [ABSTRACT FROM AUTHOR]