The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline: contrasting experiences in a low and a high socio-economic primary school

This paper explores how pupils with similar social class backgrounds and prior attainment on test scores view themselves and their classmates as learners in schools of different socio-economic composition. The paper seeks to make a contribution to the debate about the effects of the social class composition of schools on pupils’ learning by examining how composition and context affect their view of the ideal learner. How they view themselves as learners in relation to what they consider the ideal learner may have a significant impact on their educational motivation and aspirations.