Following are some of the main causes of indiscipline in schools:
(I) Problems Concerned with the System of Education:
(a) Examination-oriented rather than learning-oriented system of education with very little or no emphasis on seminars, tutorials, guided and discovery learning or project-work.
(b) Undue emphasis on performance in examination and marks
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(c) Lack of individual attention in schools
(d) Lack of innovations in syllabi and methods of teaching
(e) Large class-size.
(f) Methods of teaching not suitable for such large class-sizes, especially if borrowed from Western countries. Hence most of the time, a heavy emphasis is placed on teacher-centered lecture methods.
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(g) Undue emphasis on theoretical, bookish learning without applied components.
(h) Undue importance to memorization of facts, figures and information.
(i) Over-crowded syllabi unsuited to fulfill the needs of student’s parents and the wider community.
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(j) Commercialization of education with heavy fees and donations without appropriate facilities and amenities to students such as good libraries, laboratories, furniture, equipment or proper building.
(k) Overcrowding in classrooms due to population explosion.
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(l) Inadequate staff size, frequent absenteeism among teachers, frequent staff-turnover.
(m) Inability of teachers to inspire and motivate students
(n) Uninspiring, in conducive school climate
(o) Lack of leadership qualities among school principal
(p) Inability of the teaching profession to attract excellent teachers.
(q) Inability of the system of education and schools to provide differentiated curricula for gifted students, average students and slow learners, for urban and rural children and for first generation learners.
(II) Problems Concerned with Students and their Homes:
(a) Inability of students to cope with heavy syllabi.
(b) Lack of motivation to learn, laziness.
(c) Adolescence is a period of stress and strain. Coping with it is difficult if a student is unable to channelize his/her immense, restless energy in the right direction in a constructive manner.
(d) Anxiety, frustration and worries.
(e) Physical handicaps or learning disabilities.
(f) Inappropriate self-concept-either too high or too low
(g) Peer group pressure.
(h) Conflict-ridden home environment.
(i) Lack of education-related guidance at home.
(j) Differences in value systems at home and in school.
(k) Negative attitude of parents towards education.
(l) Inability of parents to provide emotional security to ‘their child.
(m) Harsh measures used at home to “control” behaviour of children.
(n) Lack of educational facilities at home.
(o) Low expectations of student performance from parents (Self-fulfilling prophecy).
(p) Inability of elders at home to recapture the spirit of their own past youth.
(III) Problems Concerned with Society and the Polity:
(a) Disorganized and in disciplined behaviour of members of the society which fails to provide appropriate role-model to students.
(b) Social disturbances and unrest, communal tensions, religious strikes and political agitations.
(c) Undue emphasis on material culture, comforts and money which has led to a situation where every individual fights for his/her own survival even at the cost of others.
(d) Inability of the economy to provide jobs to educated youth.
(e) Flourishing anti-social activities in the society such as smuggling, corruption, bribery, black marketing etc. without any check provide wrong cues to impressionable minds of young students.
(f) Negative impact of mass-media such as TV, radio, news-papers and films which show crime, in disciplined behaviour, murder, brutalities on students’ thinking and behaviour.
(g) Wrong and harmful impact of involving students in political agitations which have no relevance in the post-independence India where students learn to get their demands satisfied through the worst possible manner of unionizing and indiscipline.
(h) Interference of political parties in educational institutions and students’ unions.
(i) Sudden changes in Government policies related to education.