Advances in Social Sciences Research Journal – Vol.3, No.13 Publication Date: Dec. 25, 2016 DoI:10.14738/assrj.313.2428. Uche, R. D. (2016). Some Biographical Variables and School behaviour among Secnodary School Students in Nembe Local Government Area of Bayelsa State.. Advances in Social Sciences Research Journal, 3(13) 90-98. Copyright © Society for Science and Education, United Kingdom 90 Some Biographical Variables and School Behaviour among Secondary School Students i n Nembe Local Government Area of Bayelsa State Rachel D. Uche Department of Educational Foundations, Guidance and Counselling Faculty of Education, University of Calabar, Calabar, Nigeria Abstract Non-conforming school behavior seems to be on the increase among adolescents of the violent conflict-endemic Niger Delta region, where majority of homes have been described as the poorest of the poor. The study therefore sought to ascertain the level of influence of some biographical variables on the school behaviour of secondary school students in Nembe L.G.A. of Bayelsa State. The research design was ex-post facto, guided by three hypotheses and data collected using questionnaire, administered on 240 sampled student-respondents. Data analysis was carried out using Independent t-test and the results indicated (1) statistically significant age-based difference (2) no statistically significant gender-based difference, and (3) statistically significant difference in school behaviour based on parental socioeconomic status. Capacity building and economic empowerment of rural parents, especially the mothers, have been strongly recommended, to enable them provide adequately for their children who could then be more scholastically focused and behave responsibly. Keywords: School behaviour, delinquency, school adjustment, adolescent INTRODUCTION The school is known to be one of the major agents of socialization where young ones are sent by parents and guardians to acquire skills and knowledge in order to develop their potentials and become productive members of the society. In addition, they also acquire the skill to interact and relate with their peers, seniors and those in authority over them. In the school setting, there are rules and regulations of behavior and conduct regarding the acquisition of the skills and knowledge as well as the relationships and interaction among the students and between the students and those who have authority over them. Desirable school a behaviour therefore, consists of actions or conduct that is in line with the stipulated rules and regulations while behavior that is contrary tantamounts to maladjustment. Hence, school behaviour refers to students’ actions or inactions with regards to stipulated school conduct such as, regular school attendance, punctuality, completion of homework/assignments, good conduct in test and exams, appropriate dressing, respect for seniors and teachers, peaceful resolution of conflicts, team spirit, non-violence, among others. However, environmental factors and some biographical variables, including home background sometimes propel students towards school maladjustment that is often manifested in the form of absenteeism, truancy, exams/test malpractice, indecent dressing, disrespect for school authority, bullying, fighting, vandalism, stealing, lying, refusal to do homework/assignment, among others (Animasahun & Aremu, 2015).