Relationship Between Socio-Economic Status and Students Behavior among High School Students in Erode District

Abstract

This study explores the relationship between socio-economic status (SES) and students' behavior among high school students in Erode District. The research investigates how gender, locality, and family type influence both SES and behavioral outcomes. Data was collected from a sample of 300 students using a structured questionnaire, assessing factors like family income, parental education and behavior in school. The results show significant differences in SES and behavior based on gender, locality, and family type. Male students, rural residents and those from nuclear families exhibited lower SES and poorer behavior, while female students, urban residents and those from joint families showed higher SES and better behavioral patterns. The findings highlight the need for targeted educational interventions, including gender-sensitive support, counseling and mentorship, to address disparities and improve academic and social outcomes for all students. This study emphasizes the importance of inclusive education and policy measures to foster equity and holistic student development.