The goals of the special section on social norms and behavioral development are outlined in this introduction. The study of social norms has sparked considerable interest in peer relations research, focusing on grouplevel processes, frequently characterized in terms of the classroom, that generate and sustain shared meanings that influence adolescent behavioral and social adjustment. Norms can be classified into three types. To begin, prescriptive or injunctive standards differ from descriptive norms. Second, a distinction can be drawn between what is important for all classmates and what is important for a subset of norm setters, particularly popular peers. Third, social norms and perceived norms can be differentiated.
