Research suggests that the adolescents with higher levels of problem behavior were less likely to graduate from high school than peers with less problem behavior (Leventhal, Graber, and Brooks-Gunn, 2001). Another study found that adolescents who reported that they were frequently in trouble or involved in delinquent activities had higher levels of dropout than adolescents who did not report to be in trouble often (Marsh, 1991b). Likewise, Cairns, Cairns, and Neckerman (1989) found that adolescents with high levels of aggression, as rated by teachers and school administrators, were more likely to have dropped out by the 11th grade.

Their analysis included 467 seventh grade students from three middle schools who participated in a follow-up interview four years later. The findings held after accounting for teacher ratings of interpersonal competence (e.g., peer aggression, popularity, academic competence, appearance, competitiveness, sports participation); socioeconomic status; peer group membership and status; maturational status; and age for grade.