• Home
  • Education
  • How to improve students behavior and school discipline with family and community involvement in context of Saudi Arabia?

How to improve students behavior and school discipline with family and community involvement in context of Saudi Arabia? Essay Example

  • Category:
  • Document type:
    Research Proposal
  • Level:
  • Page:
  • Words:



How to Improve Students Behaviour and School Discipline with Family and Community Involvement in Context of Saudi Arabia


In their study, Sheldon and Epstein (2002) reported the results of attempts by school officials to involve community and family in school-related activities with the objective of reducing the disciplinary actions and making sure that the school climate emphasises on learning. Educators, as observed by Sheldon and Epstein (2002, p.22), play a crucial role in establishing the level that the family, community and school contexts overlap. More importantly, schools that have partnership programs have successfully reduced the number of disciplinary actions. Therefore, improving partnership programs is related to the outcomes associated with students’ behaviour. AlMakadma and Ramisetty-Mikler (2015, p.129) examined school absenteeism, fights between students, as well as school discipline for bad behaviour and their relationship with home connectedness, the school, and school environment. They established that risk behaviours in schools, like absenteeism and violent behaviours, are hardly addressed in Saudi Arabia. The high incidences of unexcused school absenteeism pose a major behavioural disorder to the students, and can lead to violence, economic deprivation, psychiatric disorders, and substance use (AlMakadma & Ramisetty-Mikler, 2015, p.129).

In her study, Alsubaie (2015, p.92) established the need for some training while handling problems associated with discipline at elementary school. She posits that the discipline problems in schools can be handled through improved discipline techniques. The issues discipline can present barriers to childhood learning in school environments settings; therefore, encouragement from teachers could help children discover their goals, strengths, and interests. Furthermore, this would enable them to develop a healthy and positive self-concept. Alsubaie (2015) points out misbehaviour can prevented by creating a supportive and warm relationship with students and allowing them to make appropriate choices. According to AlBar and Hoque (2015, p.243), Saudi Arabia is integrating technology into the education system promises with the objective of advancing the system using different forms of ICT resources. Therefore, school teachers, administrators, and students should have a close relationship. AlBar and Hoque (2015) offers a web-based electronic discipline system that could be used in Saudi Arabia to monitor and control the classroom setting using trained teachers and high technology.
The objective of school discipline is setting limits with the objective of misconduct in the school environment (AlBar & Hoque, 2015, p.244). Families as pointed out by Osher et al. (2010, p.53) play a crucial role in improving students’ engagement and behaviour, but families are normally alienated from schools, especially those with children suffering from behavioural-associated problems.

The aim of this project is to:

  1. Find ways of improving students’ behaviour and school discipline with family and community involvement in context of Saudi Arabia

  2. Determine ways of creating greater cooperation and more connections among the family, school, and community contexts

  3. Investigate different school behaviours and determine discipline for misconduct in the Saudi Arabia context

  4. Determine the efficiency of external discipline while responding to disruptive students

  5. Ascertain the relationship between positive school environment and students behaviour


To achieve these aims, the study will pursue a qualitative research methodology, whereby the study participants (teachers and students) will be drawn randomly from different high schools in Riyadh, Saudi Arabia. The online survey will involve 260 participants; 80 teachers and 180 students. In addition, the schools will be selected according to their
type of institution as well as geographical location. For this reason, Riyadh will be divided into two geographical areas for the purposes of sampling (North and south).
Before administering the survey, the researcher will visit every school with the objective of explaining the aim of the research to the participants and also to offer consent form and informational letter. More importantly, the participants will be informed that participating in the study will be completely voluntary

A number of resources that will be used for this research include skilled manpower, portable computers, measurement instruments, transportation and other important supplies. There will be some barriers; for instance, participants could provide inaccurate and dishonest answers while some respondents would be reluctant to provide answers that could depict their bad behaviours. The project will involve human ethics: Since the participants are survey’s lifeblood their information will be protected from disclosure and confidentiality will be guaranteed. The research will involve travelling to Saudi Arabia for six months since participants of the study are drawn from different schools in Riyadh, Saudi Arabia.

Expected Outcomes, Significance or Rationale

This research is important because it how youths connected to their school are less inclined to participate in risky behaviours, such as violence, alcohol and drug use, as well as school absenteeism. This research will deliver important findings that could be used by used by school administrators and teachers in Saudi Arabia to bring about positive students’ behaviours and facilitate collaboration between families, school and the community at large. The study will also deliver effective techniques that could be adopted to discipline misbehaving students. The expected outcomes include absenteeism and other misconduct results to poor academic performance. When schools, families and community work as a team, it can result in improved positive student outcomes and behaviour. The report will be important because it underlines the need for schools, families and communities to collaborate in creating an environment that facilitates students’ development.


Topic Selection

Review of existing literature

Preliminary field work and research

Developing research question and methods

Complete draft proposal

 Revising proposal

Data collection and Analysis

Thesis writing


Thesis submission


AlBar, A.M. & Hoque, M.R., 2015. Development of Web-Based e-Discipline System: A Case Study for the Kingdom of Saudi Arabia. Journal of Advances in Computer Networks, vol. 3, no. 3, pp.243-46.

AlMakadma, A.S. & Ramisetty-Mikler, S., 2015. Student, school, parent connectedness, and school risk behaviors of adolescents in Saudi Arabia. International Journal of Pediatrics and Adolescent Medicine, vol. 2, pp.128 -135.

Alsubaie, M.A., 2015. Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice, vol. 6, no. 13, pp.88-93.

Osher, D., Bear, G.G., Sprague, J.R. & Doyle, W., 2010. How Can We Improve School Discipline? Educational Researcher, vol. 39, no. 1, pp.48–58.

Sheldon, S.B. & Epstein, J.L., 2002. Improving Student Behavior and School Discipline with Family and Community Involvement. Education and Urban Society, vol. 35, no. 4, pp.4-26.