Schools in Australia have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.19 (the OECD average index value was 0.00). Student truancy was higher than the OECD average: 29% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to an average of 19.7%. However, students in Australia were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.2 compared to an average of 0.01 (OECD, 2016[1]).

Schools in Austria have some of the most favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.21 (the OECD average index value was 0.00). Student truancy was lower in Austria than the OECD average: 10.9% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Austria were among those least likely to report that their science teachers frequently adapt their instructions, with an index of adaptive instruction of -0.28 compared to an OECD average of 0.01 (OECD, 2016[1]).

In terms of learning environments, student truancy in Belgium was among the lowest in the OECD: only 7.1% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. At the same time, schools in Belgium have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.16 (the OECD average index value was 0.00. Students in Belgium were also less likely to report that their science teachers adapt their instruction more frequently than the OECD average, with an index of adaptive instruction of -0.38 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Canada have similar disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.01 (the OECD average index value was 0.00). Student truancy in Canada was below the OECD average: 17.8% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Canada were among those most likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.26 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in Chile have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.11 (the OECD average index value was 0.00). Student truancy was lower, however, than the OECD average: 9.3% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Students in Chile were also more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.21 (the average index value was 0.01) (OECD, 2016[1]).

Schools in the Czech Republic have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of ‑0.24 (the average index value was 0.00). However, student truancy was among the lowest in the OECD: 8.1% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to an average of 19.7%. Students in the Czech Republic were less likely, though, to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.16 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Denmark have slightly more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.03 (the OECD average index value was 0.00). Student truancy was also lower than the OECD average: 17% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Students in Denmark were also among those most likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.28 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in Estonia have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index value of -0.04 (the average was 0.00). Some 23% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Furthermore, students in Estonia were less likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.17 (the average was 0.01) (OECD, 2016[1]).

Schools in Finland have less favourable disciplinary climates in science lessons than in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.1 (the average index value was 0.00). However, students in Finland were among those most likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.01 (the average index value was 0.01) (OECD, 2016[1]).

Schools in France have less favourable disciplinary climates in science lessons than in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.27 (the average index value was 0.00). However, student truancy in 2015 was below the OECD average: 10.8% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to 19.7% on average. This being said, students in France were among those least likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.29 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Germany have more favourable disciplinary climates in science lessons than in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.05 (the OECD average index value was 0.00). Student truancy in 2015 was also lower than the OECD average: 8.9% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Germany were less likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.22 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Greece have less favourable disciplinary climates in science lessons than in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.23 (the OECD average index value was 0.00). Student truancy was close to the OECD average: 19.6% of 15-year-olds in Greece reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Greece were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.06 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in Hungary have less favourable disciplinary climates in science lessons than in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.08 (the OECD average index value was 0.00). However, student truancy was lower than the OECD average in 2015: 8.4% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the 19.7% on average. That being said, students in Hungary were less likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.11 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in Iceland have similar disciplinary climates in science lessons compared to those in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.01 (the average index value was 0.00). At the same time, Iceland’s student truancy was among the lowest across OECD countries: 4.5% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to 19.7% on average. Students in Iceland were also more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.07 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Ireland have more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.09 (the OECD average index value was 0.00). However, student truancy was higher than the OECD average: 24.4% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Students in Ireland were more likely to report that their science teachers adapt their instructions slightly less frequently than the OECD average, with an index of adaptive instruction of -0.02 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in Japan have more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.83 (the OECD average index value was 0.00). Student truancy in 2015 was the lowest in the OECD: 1.8% of 15-year-olds in Japan reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7% (OECD, 2016[1]).

Schools in Kazakhstan have more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.93 (the OECD average index value was 0.00). The PISA 2015 index of instructional educational leadership (measuring the frequency with which principals report doing leadership activities specifically related to instruction) was also above the OECD average at 0.55 (the OECD average was 0.01) (OECD, 2016[1]).

Schools in Korea have very positive disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.63 (the average index value was 0.00). Student truancy in 2015 was among the lowest in the OECD: 1.9% of 15‑year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Korea were more likely to report that their science teachers adapt their instructions less frequently than the OECD average, with an index of adaptive instruction of -0.05 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Latvia have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.17 (the OECD average index value was 0.00). Student truancy was higher in Latvia than the OECD average: 24.7% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to an average of 19.7%. However, students in Latvia were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.18 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Mexico have slightly more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.04 (the average index value was 0.00). However, student truancy was higher than the OECD average: 25.8% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. That being said, students in Mexico were more likely to report that their science teachers adapt their instructions much more frequently than the OECD average, with an index of adaptive instruction of 0.32, among the highest in OECD countries (the average index value was 0.01) (OECD, 2016[1]).

Schools in New Zealand have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.15 (the OECD average index value was 0.00). Student truancy was higher than the OECD average: 25% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. That being said, students in New Zealand were more likely to report that their science teachers adapt their instructions much more frequently than the OECD average, with an index of adaptive instruction of 0.25, among the highest in OECD countries (the average index value was 0.01) (OECD, 2016[1]).

Schools in Norway have more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.14 (the average index value was 0.00). Student truancy also was lower than the OECD average: 13.5% of 15‑year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to 19.7%, on average. Students in Norway were also more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.08 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Portugal have more favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.07 (the OECD average index value was 0.00). Student truancy was close to the OECD average: 20.8% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7. However, students in Portugal were the most likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.53 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in the Slovak Republic have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.13 (the OECD average index value was 0.00). Student truancy in 2015 was also among the highest among OECD countries: 51.1% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. Students in the Slovak Republic were also less likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of -0.24 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Slovenia have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.07 (the OECD average index value was 0.00). Student truancy was lower than the OECD average, however: 12.4% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the average of 19.7% (OECD, 2016[1]).

Schools in Spain have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.08 (the average index value was 0.00). Despite improvements since PISA 2012, student truancy as reported by students in PISA 2015, remained higher in Spain than the OECD average: 24.7% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Spain were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.15 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Sweden have similar disciplinary climates in science lessons found in other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of 0.02 (the average index value was 0.00). Student truancy in 2015 was lower than the OECD average: 9% of 15‑year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to 19.7% on average. However, students in Sweden were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.13 (the average index value was 0.01) (OECD, 2016[1]).

Schools in Turkey have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.12 (the OECD average index value was 0.00). Student truancy was among the highest among OECD countries: 47% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in Turkey were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.12 (the OECD average index value was 0.01) (OECD, 2016[1]).

Schools in the United Kingdom have less favourable disciplinary climates in science lessons compared to other OECD countries, according to students’ reports in the Programme for International Student Assessment (PISA) 2015, with an index of disciplinary climate of -0.08 (the OECD average index value was 0.00). Student truancy in 2015 was also higher than the OECD average: 25.5% of 15-year-olds reported skipping at least one day of school in the two weeks before the PISA 2015 test, compared to the OECD average of 19.7%. However, students in the United Kingdom were more likely to report that their science teachers adapt their instructions more frequently than the OECD average, with an index of adaptive instruction of 0.15 (the OECD average index value was 0.01) (OECD, 2016[1]).