scholarly journals Factors predicting out-of-school suspensions for young children

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Megan Bell ◽  
Donna Bayliss ◽  
Rebecca Glauert ◽  
Jeneva Ohan
Keyword(s):  
Child Maltreatment ◽  
Family Factors ◽  
School Entry ◽  
Criminal Offending ◽  
Family Risk ◽  
School Suspension ◽  
Psychiatric Hospitalizations ◽  
School Suspensions ◽  
Grade 3 ◽  
Out Of School

IntroductionDespite limited evidence supporting the effectiveness of out-of-school suspension for rectifying behavioural issues, the practice continues. Certain demographic factors (male, ethnic minority, low SES) predict suspensions; however, developmental and family factors can also play a role. Knowledge of these factors may inform alternative practices aimed at limiting the practice of suspension. Objectives and ApproachThis study investigated the relationship between out-of-school suspensions and demographic, developmental, and family factors. Children suspended in early schooling may be particularly at risk of poor school outcomes; thus, our sample includes children in the first years of school. Linked administrative data were obtained for 14,269 children enrolled in grade 3 at public schools in Western Australia. Multilevel logistic regressions were run, grouped by school, with out-of-school suspensions predicted by: child and parent demographic characteristics; a measure of children’s school-entry development (the Australian Early Development Census); and indicators of family risk (parental psychiatric hospitalizations, parental criminal offending, child maltreatment). ResultsApproximately 2% of children had been suspended at least once by grade 3. Aboriginal children, boys, and children attending schools with high levels of socioeconomic disadvantage had significantly increased odds of being suspended from school (2 times, 6 times, and 3 times increase, respectively). Furthermore, children considered socially and emotionally vulnerable at school-entry were around 3 times more likely than their peers to be suspended in the first few years of school. Parental psychiatric hospitalizations, parental criminal offending, and child maltreatment all significantly predicted out-of-school suspensions. Odds increased exponentially with each additional family risk factor experienced in early childhood. Children experiencing all three family risk factors were almost 7 times more likely than their peers to be suspended at least once by grade 3. Conclusion/ImplicationsOur results provide further justification for the implementation of alternatives to out-of-school suspension, as children who would most likely benefit from a stable, nurturing school environment were significantly more likely to be suspended. Schools need to be better supported by inter-agency collaboration to manage the complex needs of vulnerable children.

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

2018 ◽  
Vol 120 (13) ◽  
pp. 1-24
Author(s):  
Dorothy E. Hines ◽  
Robb King ◽  
Donna Y. Ford
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Black Males ◽  
Geographic Area ◽  
Black Girls ◽  
Black Boys ◽  
School Suspension ◽  
Black Females ◽  
School Suspensions ◽  
Out Of School

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.

scholarly journals Principal discretion and the use of out-of-school suspension in public high schools

2019 ◽  
Author(s):  
◽  
Seth Harrell
Keyword(s):  
Decision Making ◽  
High School Principals ◽  
Zero Tolerance ◽  
Student Discipline ◽  
School Suspension ◽  
Study Results ◽  
School Suspensions ◽  
Student Misbehavior ◽  
Principal Decision Making ◽  
Out Of School

The purpose of this mixed methods study was to analyze school principal's perception and use of out-of-school suspension as a consequence to address student misbehavior. This study was conducted on current acting high school principals in the southeast region of a Midwestern state. Participants completed a survey that consisted of items related to principal decision making as well as the use of zero-tolerance policies to determine discipline outcomes. Survey items were designed to determine how out-of-school suspensions are used in relation to the use of principal discretion and zero-tolerance policies. Principals in this study were given the opportunity to participate in follow-up interviews where principals were asked more specific questions about their use of out-ofschool suspension as a form of student discipline. Study results found that principals felt the use of out-of-school suspension were an effective consequence to address student misbehavior. Principals felt they had the autonomy to use their discretion to determine the most appropriate consequence to address student misbehavior in their respective schools. Opinions were mixed on the use of zero-tolerance policies. A majority of surveyed participants felt that zero-tolerance policies were an effective method used to address student misbehavior. However, principals who were interviewed preferred to use their discretion over zero-tolerance policies when determining the most appropriate consequence because principals wanted to be able to consider all of the circumstances of a discipline situation. Principals concluded that out-of-school suspensions are necessary in-order to protect the learning environment for all students; however, there are inconsistencies in the use of such suspensions. These inconsistencies are present through the use of principal discretion and decision making, the use of zero-tolerance policies, the length of the suspension, and the unnecessary use of suspensions for minor discipline infractions.

Out-of-School Suspension of African American Youth and Progressive Education Alternatives

2016 ◽  
Author(s):  
Wendy Haight ◽  
Priscilla Gibson
Keyword(s):  
Progressive Education ◽  
African American Youth ◽  
Well Being ◽  
Exclusionary Discipline ◽  
School Suspension ◽  
Racial Disproportionality ◽  
School Suspensions ◽  
Adequate Understanding ◽  
Multi Level ◽  
Out Of School

Racial disproportionality in out-of-school suspensions (suspensions) is a persistent, multi-level social justice and child well-being issue affecting not only youth, families, and schools but society as a whole. It is a complex, multiple-level social problem that will require an equally complex response. The design of effective remedies will require adequate understanding of the problem as well as the historical and sociocultural contexts in which it emerged and is perpetuated. Progressive educators have offered a number of alternatives to harsh and exclusionary discipline, but research is needed to examine their effectiveness, especially in reducing racial disproportionalities.

Family-Based Programs for Preventing Delinquency and Later Offending

2018 ◽  
pp. 652-672
Author(s):  
Brandon C. Welsh ◽  
Steven N. Zane
Keyword(s):  
Parent Education ◽  
Research Evidence ◽  
Management Training ◽  
Parent Management Training ◽  
Criminal Offending ◽  
Family Risk Factors ◽  
Family Risk ◽  
Family Based ◽  
Parent Management ◽  
Research And Policy

This chapter reviews the leading family-based programs for preventing delinquency and later offending, focusing on the highest quality research studies as well as the most rigorous reviews of research that include only high-quality studies. It argues that by focusing on families we can go a long way toward improving the effectiveness of programs and policies to prevent delinquency and later criminal offending. As such, this chapter provides some background on family risk factors and family-based prevention programs. It then examines the research evidence on the leading family-based programs for preventing delinquency and later offending: parent education, parent management training, and family programs for system-involved youth. Finally, this chapter discusses some implications for research and policy.

scholarly journals The Contribution of Family Factors to Dropping Out of School in Greece

2020 ◽  
Vol 11 (08) ◽  
pp. 1375-1401
Author(s):  
Olympia Tsolou ◽  
Thomas Babalis
Keyword(s):  
Family Factors ◽  
Dropping Out ◽  
Out Of School

scholarly journals Is the Families First Home Visiting Program Effective in Reducing Child Maltreatment and Improving Child Development?

2017 ◽  
Vol 22 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Mariette J. Chartier ◽  
Marni D. Brownell ◽  
Michael R. Isaac ◽  
Dan Chateau ◽  
Nathan C. Nickel ◽  
...  
Keyword(s):  
At Risk ◽  
Child Development ◽  
Child Maltreatment ◽  
Social Services ◽  
Home Visiting ◽  
School Entry ◽  
Adjusted Risk ◽  
Education Data ◽  
Home Visiting Program ◽  
Families First

While home visiting programs are among the most widespread interventions to support at-risk families, there is a paucity of research investigating these programs under real-world conditions. The effectiveness of Families First home visiting (FFHV) was examined for decreasing rates of being in care of child welfare, decreasing hospitalizations for maltreatment-related injuries, and improving child development at school entry. Data for 4,562 children from home visiting and 5,184 comparison children were linked to deidentified administrative health, social services, and education data. FFHV was associated with lower rates of being in care by child’s first, second, and third birthday (adjusted risk ratio [aRR] = 0.75, 0.79, and 0.81, respectively) and lower rates of hospitalization for maltreatment-related injuries by third birthday (aRR = 0.59). No differences were found in child development at kindergarten. FFHV should be offered to at-risk families to decrease child maltreatment. Program enhancements are required to improve child development at school entry.

Racialized Perceptions of School Violence Suspensions of African-American Students

2019 ◽  
pp. 208-226
Author(s):  
Jeffrey Herron ◽  
Morghan Vélez Young-Alfaro
Keyword(s):  
African American ◽  
School Violence ◽  
Racial Discrimination ◽  
African American Students ◽  
School Suspensions ◽  
American Students ◽  
Learning School ◽  
The Impact ◽  
Perceptions Of School ◽  
Out Of School

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

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