any of these aspects of informal curriculum can be at least as important as understanding the formal subject matter that, at first glance, appears to be the primary goal of classroom learning. Ellie Lago-Delello points out, for instance, that children who do not learn to behave in socially acceptable ways in classrooms tend to get less from the academic environment; they may be shunned by their peers, given less attention by teachers, do worse on tests, and receive lower grades. She writes, "Children with behavioral problems generally engage in classroom interactions that seem to offend teachers and peers to such an extent that these interactions motivate referral for general education placement." A student who does not learn how to conform to accepted behavior is unlikely to be able to learn other things; therefore, mastery of the informal curriculum is often a necessary precursor to mastery of the subject matter being taught. As Lago-Delello observes, "Teachers view discipline problems as major impediments to the lear
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