Cheating situations seem to become more and more common when the student is bored by the subject, by inadequate teaching and/or feels that he or she has no use for the knowledge. Kohn even states in his article, “cheating is most common when students experience the academic tasks they have been assigned as boring, irrelevant, or overwhelming.” This infers that if a student attended a school interested in learning about art, perhaps they would be more likely to cheat in a business accounting course because they would find the subject irrelevant to themselves and their future. Students appear to be less likely to cheat and this “is relatively rare in classrooms where learning is truly engaging and meaningful to students and where commitment to the exploration of meaningful ideas has not been eclipsed by a single-minded emphasis on “rigor”” (Kohn). To simplify everything mentioned above; students are prone to cheat in school when they are disinterested in the subject and/or overwhelmed by homework or ultimately the performance of a poor teacher. Everyone who has gone to school can relate to this in one way or another, most people don't want to retain knowledge that they have no interest in or don't use in their life.