Small School Classes, Small Problems?

In accordance with social group theory on primary and secondary groups (Parsons, 1951) and conflict theory (Coser, 1956), relations among class size, social support, harassment of others and emotional problems were explored in a sample of 1071 Norwegian 8th graders. Results showed stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes than in large classes. In contrast there was a tendency for stronger associations between peer relations and peer harassment in large classes than in small classes. Results indicated no difference between small and large classes in the actual prevalence of peer harassment and emotional problems, whereas students reported better teacher support in small classes.