The purpose of this study was to examine the relationship between status of problem students in their classroom and classroom disruption. Scales that measured status of problem students in their classroom, experience of problem behavior, classroom disruption, and image of problem students were administered to 645 junior high school students, 310 boys and 335 girls. First, we examined whether problem students were rejected or accepted in their classroom. Results showed that problem students were not always rejected. Second, the difference between the classrooms where problem students were rejected and where they were accepted was examined. As a result, it was found that the classrooms where problem students were accepted were more disrupted and had an atmosphere that supported the behavior of problem students. Finally, future directions of problem behavior research were discussed.
Key words: problem behavior, classroom disruption, classroom status, student culture, junior high school students