From the literature on symbolic interaction, we know that interaction between peers is important for self-development. We also know that strong bonding to schools and teachers protects against delinquency and violence. This peer interaction and social bonding must be placed in the context of societal change toward increased workplace participation by parents and the consequent increased parental role expected of schools. The result has been sharing the moral development of children with teachers; this highlights the importance of the parent-teacher relationship and its effect on the teacher as leader and guide. Moral development is also affected by school practices, not least tracking and mainstreaming. This article will explore how these changes affect peer group interaction and how schools can positively influence and channel such group formation.
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