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Obsuth I, Madia JE, Murray AL, Thompson I, Daniels H. The impact of school exclusion in childhood on health and well-being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting. Br J Educ Psychol 2024; 94:460-473. [PMID: 38155360 DOI: 10.1111/bjep.12656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 12/08/2023] [Indexed: 12/30/2023]
Abstract
BACKGROUND Previous evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks. AIM The aim of the current study was to address this challenge in estimating the medium-to-long-term impact of school exclusion of health and well-being outcomes. METHODS To this end, we used an inverse propensity weighting approach in the Next Steps data set (N = 6534, from wave 1, 2014, to wave 8, 2015). RESULTS We found that after weighting for propensity of treatment scores estimated based on a wide range of factors, including previous health indicators, there was a significant effect of school exclusion on a wide range of health and well-being outcomes. DISCUSSION These results provide some of the most robust evidence to date that school exclusion harms long-term health outcomes. CONCLUSION The findings suggest that policies should aim to reduce exclusion and ensure access to preventative health support for those who experience a school exclusion.
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Affiliation(s)
- Ingrid Obsuth
- Clinical and Health Psychology, University of Edinburgh, Edinburgh, UK
| | - Joan E Madia
- Department of Sociology, Nuffield College, University of Oxford, Oxford, UK
| | - Aja L Murray
- Department of Psychology, University of Edinburgh, Edinburgh, UK
| | - Ian Thompson
- Department of Education, University of Oxford, Oxford, UK
| | - Harry Daniels
- Department of Education, University of Oxford, Oxford, UK
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2
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Madia JE, Obsuth I, Thompson I, Daniels H, Murray AL. Long-term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches. Br J Educ Psychol 2022; 92:801-816. [PMID: 35138646 PMCID: PMC9546012 DOI: 10.1111/bjep.12487] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 01/14/2022] [Indexed: 12/01/2022]
Abstract
Background Previous research suggests that school exclusion during childhood is a precursor to social exclusion in adulthood. Past literature on the consequences of school exclusion is, however, scarce and mainly focused on short‐term outcomes such as educational attainment, delinquency, and mental health in early adolescence. Moreover, this evidence is based primarily on descriptive and correlational analysis, whereas robust causal evidence is required to best inform policy. Aims We aimed to estimate the mid‐to‐long‐term impact of school exclusion on labour market and economic outcomes. Sample The sample included 6,632 young people who at the age of 25/26 in the year 2015 participated in the Next Steps survey of whom 86 were expelled from school and 711 were suspended between the ages of 13/14 and 16/17. Method Using high quality existing longitudinal data, we utilized four approaches to evaluate the impact of school exclusion: logistic regression‐adjustment models, propensity score matching, school fixed‐effects analysis, and inverse propensity weighting. The latter two counterfactual approaches were used to estimate causal effects. Results We found that school exclusion increased the risk of becoming NEET at the age of 19/20, and then remaining economically inactive at the age of 25/26, as well as experiencing higher unemployment risk and earning lower wages also at the age of 25/26. Conclusion School exclusion has pervasive negative effects into adulthood. Policy interventions should focus on both prevention and mitigating its negative effects. Interventions aimed at re‐integrating excluded individuals into education or vocational training could be key in reducing the risk of poor socio‐economic outcomes and social exclusion.
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Affiliation(s)
- Joan E Madia
- Department of Sociology, Nuffield College, University of Oxford, UK.,FBK-IRVAPP, Trento, Italy
| | - Ingrid Obsuth
- Clinical Psychology Department, University of Edinburgh, UK
| | - Ian Thompson
- Department of Education, University of Oxford, UK
| | | | - Aja L Murray
- Department of Psychology, University of Edinburgh, UK
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Tejerina‐Arreal M, Parker C, Paget A, Henley W, Logan S, Emond A, Ford T. Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children. Child Adolesc Ment Health 2020; 25:217-223. [PMID: 32516500 PMCID: PMC7687195 DOI: 10.1111/camh.12367] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/04/2019] [Indexed: 12/05/2022]
Abstract
BACKGROUND As the prevalence of childhood mental health conditions varies by age and gender, we explored whether there were similar variations in the relationship between psychopathology and exclusion from school in a prospective UK population-based birth cohort. METHOD The Avon Longitudinal Study of Parents and Children collected reports of exclusion at 8 years and 16 years. Mental health was assessed at repeated time points using the Strengths and Difficulties Questionnaire (SDQ). RESULTS Using adjusted linear mixed effects models, we detected a nonlinear interaction between exclusion and age related to poor mental health for boys [adjusted coefficient 1.13 (95% confidence interval 0.55-1.71)] excluded by age 8, but not for girls. The SDQ scores of boys who were excluded in primary school were higher than their peers from age 3, and increasingly diverged over time. As teenagers, these interactions appeared for both genders [boys' adjusted coefficient 0.18 (0.10-0.27); girls 0.29 (0.17-0.40)]. For teenage girls, exclusion by 16 was followed by deteriorating mental health. Family adversity predicted exclusion in all analyses. CONCLUSION Prompt access to effective intervention for children in poor mental health may improve both mental health and access to education. KEY PRACTITIONER MESSAGE Children who were subsequently excluded from school often faced family adversity and had poor mental health, which suggests the need for an interdisciplinary response and a multiagency approach. Poor mental health may contribute to and result from exclusion from school, so both mental health and education practitioners have a key role to play. Boys who enter school with poor mental health are at high risk of exclusion in primary school, which prompt assessment and intervention may prevent. Both boys and girls who are excluded between the ages of 15 and 16 years may have poor, and in the case of girls, deteriorating, mental health.
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Affiliation(s)
| | - Claire Parker
- College of Medicine and HealthUniversity of ExeterExeterUK
| | | | - William Henley
- College of Medicine and HealthUniversity of ExeterExeterUK
| | - Stuart Logan
- College of Medicine and HealthUniversity of ExeterExeterUK
| | - Alan Emond
- Bristol Medical SchoolUniversity of BristolBristolUK
| | - Tamsin Ford
- Department of PsychiatryUniversity of CambridgeCambridgeUK
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Totsika V, Hastings RP, Dutton Y, Worsley A, Melvin G, Gray K, Tonge B, Heyne D. Types and correlates of school non-attendance in students with autism spectrum disorders. Autism 2020; 24:1639-1649. [PMID: 32419486 PMCID: PMC7545649 DOI: 10.1177/1362361320916967] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
School non-attendance in autism spectrum disorders has received very little attention to date. The study aimed to provide a comprehensive description of school non-attendance in students with autism spectrum disorders. Through an online survey, parents of 486 children (mean age: 11 years) reported on school attendance over 1 month and reasons for instances of non-attendance. On average, students missed 5 days of school of a possible 23 days. Persistent non-attendance (absent on 10%+ of available sessions) occurred among 43% of students. School non-attendance was associated with child older age, not living in a two-parent household, parental unemployment and, especially, attending a mainstream school. School refusal accounted for 43% of non-attendance. School exclusion and school withdrawal each accounted for 9% of absences. Truancy was almost non-existent. Non-problematic absenteeism (mostly related to medical appointments and illness) accounted for 32% of absences. Non-problematic absenteeism was more likely among those with intellectual disability, school refusal was more likely among older students and school exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings suggest that school non-attendance in autism spectrum disorders is a significant issue, and that it is important to capture detail about attendance patterns and reasons for school non-attendance.
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Affiliation(s)
- Vasiliki Totsika
- University College London, UK.,University of Warwick, UK.,Monash University, Australia
| | | | | | | | - Glenn Melvin
- University of Warwick, UK.,Deakin University, Australia
| | - Kylie Gray
- University of Warwick, UK.,Monash University, Australia
| | - Bruce Tonge
- University of Warwick, UK.,Monash University, Australia
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Kearney CA, Gonzálvez C, Graczyk PA, Fornander MJ. Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2). Front Psychol 2019; 10:2605. [PMID: 31849743 PMCID: PMC6895679 DOI: 10.3389/fpsyg.2019.02605] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 11/04/2019] [Indexed: 01/08/2023] Open
Abstract
As noted in Part 1 of this two-part review, school attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Categorical and dimensional approaches for this population have been developed. This article (Part 2 of a two-part review) discusses compatibilities of categorical and dimensional approaches for school attendance and school absenteeism and how these approaches can inform one another. The article also poses a multidimensional multi-tiered system of supports pyramid model as a mechanism for reconciling these approaches, promoting school attendance (and/or prevention of school absenteeism), establishing early warning systems for nimble response to school attendance problems, assisting with global policy review and dissemination and implementation, and adapting to future changes in education and technology.
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Affiliation(s)
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, Universidad de Alicante, San Vicente del Raspeig, Spain
| | - Patricia A. Graczyk
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, United States
| | - Mirae J. Fornander
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
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Vernice M, Matta M, Tironi M, Caccia M, Lombardi E, Guasti MT, Sarti D, Lang M. An Online Tool to Assess Sentence Comprehension in Teenagers at Risk for School Exclusion: Evidence From L2 Italian Students. Front Psychol 2019; 10:2417. [PMID: 31827449 PMCID: PMC6849484 DOI: 10.3389/fpsyg.2019.02417] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 10/10/2019] [Indexed: 11/13/2022] Open
Abstract
This study presents a web-based sentence comprehension test aimed at identifying high school students who are at risk for a language delay. By assessing linguistic skills on a sample of high school students with Italian as an L2 and their monolingual peers, attending a vocational school, we were able to identify a subgroup of L2 students with consistent difficulties in sentence comprehension, though their reading skills were within the average range. The same subgroup revealed to experience a lack of support within the school context, suggesting that poor L2 skills might be a critical variable to consider in order to identify students at risk for school exclusion. Regarding the test, accuracy to the on-line sentence comprehension task was significantly predicted by reading abilities and vocabulary skills, thus indicating that this test might represent a rapid but efficient way to assess linguistic abilities at school. We recommend that establishing a valid and practical procedure for the evaluation of linguistic skills in bilingual students who struggle with their L2 is the first step toward promoting social inclusion in the multilingual classroom, in order to increase their ability to actively participate in school and social activities.
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Affiliation(s)
- Mirta Vernice
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Michael Matta
- Department of Psychological, Health and Learning Science, University of Houston, Houston, TX, United States
| | - Marta Tironi
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Martina Caccia
- Scientific Institute IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Elisabetta Lombardi
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | | | - Daniela Sarti
- Foundation IRCCS Carlo Besta Neurological Institute, Milan, Italy
| | - Margherita Lang
- A.R.P. Associazione per la Ricerca in Psicologia Clinica, Milan, Italy
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Parker C, Tejerina-Arreal M, Henley W, Goodman R, Logan S, Ford T. Are children with unrecognised psychiatric disorders being excluded from school? A secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007. Psychol Med 2019; 49:2561-2572. [PMID: 30572975 DOI: 10.1017/s0033291718003513] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND There is limited research that explores the association between exclusion from school and mental health, but it seems intuitively plausible that the recognition of mental difficulties by key teachers and parents would influence the likelihood of exclusion from school. METHODS A secondary analysis of the British Child and Adolescent Mental Health survey 2004, (n = 7997) and the 2007 follow-up (n = 5326) was conducted. Recognition of difficulty was assessed via a derived variable that combined the first item of the Impact supplement of the Strengths and Difficulties Questionnaire which asked parents and teachers if they thought that the child has difficulties with emotions, behaviour and concentration, and the presence/absence of psychiatric disorder measured by the Development and Well-being Assessment. RESULTS Adjusted logistic regression models demonstrated that children with recognised difficulties were more likely to be excluded [adjusted odds ratio (OR) 5.78, confidence interval 3.45-9.64, p < 0.001], but children with unrecognised difficulties [adjusted OR 3.58 (1.46-8.81) p < 0.005] or recognised subclinical difficulties [adjusted OR 3.42 (2.04-5.73) p < 0.001] were also more likely to be excluded than children with no difficulties. Children with conduct disorder and attention deficit hyperactivity disorder were most likely to be excluded compared with other types of disorder. CONCLUSION Exclusion from school may result from a failure to provide timely and effective support rather than a failure to recognise psychopathology.
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Affiliation(s)
- Claire Parker
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - María Tejerina-Arreal
- College of Medicine and Health, University of Exeter, Exeter, UK
- Personality, Evaluation and Psychological Treatments Department, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - William Henley
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - Robert Goodman
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Stuart Logan
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - Tamsin Ford
- College of Medicine and Health, University of Exeter, Exeter, UK
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Kearney CA, Gonzálvez C, Graczyk PA, Fornander MJ. Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1). Front Psychol 2019; 10:2222. [PMID: 31681069 PMCID: PMC6805702 DOI: 10.3389/fpsyg.2019.02222] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 09/17/2019] [Indexed: 12/22/2022] Open
Abstract
School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.
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Affiliation(s)
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - Patricia A. Graczyk
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, United States
| | - Mirae J. Fornander
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
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Paget A, Parker C, Heron J, Logan S, Henley W, Emond A, Ford T. Which children and young people are excluded from school? Findings from a large British birth cohort study, the Avon Longitudinal Study of Parents and Children (ALSPAC). Child Care Health Dev 2018; 44:285-296. [PMID: 28913834 DOI: 10.1111/cch.12525] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2016] [Revised: 08/21/2017] [Accepted: 08/29/2017] [Indexed: 11/30/2022]
Abstract
BACKGROUND Exclusion from school is increasingly recognized as pertinent to child health. National educational data reveal that boys, children who are looked-after, living in poverty, have special educational needs, or from certain ethnic minorities, are disproportionately excluded from school. As population-based data on the wider characteristics of excluded children are scarce, we aimed to describe predictors of school exclusion in the Avon Longitudinal Study of Parents and Children. METHOD Avon Longitudinal Study of Parents and Children, a prospective U.K. population-based birth cohort study, collected parent reports of permanent school exclusions by 8 years and parent and self-reports of permanent and fixed-term exclusions in the preceding 12 months at 16 years. Potential risk factors were examined for associations with exclusion using logistic regression, with a focus on child mental health and neurodevelopment. RESULTS Analyses were based on all available data on 53/8,245 (0.6%) pupils excluded from school by 8 years and 390/4,482 (8.7%) at 16 years. Key factors associated with exclusion at both time points included male gender, lower socio-economic status, maternal psychopathology, mental health and behavioural difficulties, psychiatric disorder, social communication difficulties, language difficulties, antisocial activities, bullying/being bulled, lower parental engagement with education, low school engagement, poor relationship with teacher, low educational attainment, and special educational needs (all p < .05). CONCLUSION Exclusion from school was associated with child, family and school-related factors identifiable at, or prior to, primary school age. Child health professionals have an important role in the holistic, multidisciplinary assessment of children who are at risk of exclusion from school. Mental health and neurodevelopmental difficulties should be recognized and supported, to improve the health and educational outcomes among this vulnerable group.
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Affiliation(s)
- A Paget
- Centre for Child and Adolescent Health, Population Health Sciences, University of Bristol, Bristol, UK
| | - C Parker
- Institute of Health Research, University of Exeter Medical School, Exeter, UK
| | - J Heron
- Population Health Sciences, University of Bristol, Bristol, UK
| | - S Logan
- Institute of Health Research, University of Exeter Medical School, Exeter, UK
| | - W Henley
- Institute of Health Research, University of Exeter Medical School, Exeter, UK
| | - A Emond
- Centre for Child and Adolescent Health, Population Health Sciences, University of Bristol, Bristol, UK
| | - T Ford
- Institute of Health Research, University of Exeter Medical School, Exeter, UK
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Sheryl AH, Stephanie MP, Herrenkohl TI, Toumbourou JW, Catalano RF. Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States. Child Youth Serv Rev 2014; 36:187-194. [PMID: 24860205 PMCID: PMC4028069 DOI: 10.1016/j.childyouth.2013.11.022] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3,129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.
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Affiliation(s)
- A Hemphill Sheryl
- School of Psychology, Australian Catholic University, Locked Bag 4115, Fitzroy, Victoria, 3065, Australia & Centre for Adolescent Health, Department of Paediatrics, The University of Melbourne, Flemington Road, Parkville, Victoria, Australia,
| | - M Plenty Stephanie
- School of Psychology, Australian Catholic University, Locked Bag 4115, Fitzroy, Victoria, 3065, Australia & Centre for Adolescent Health, Murdoch Childrens Research Institute, Department of Paediatrics, The University of Melbourne & Royal Children's Hospital, Flemington Road, Parkville, Victoria, Australia;
| | - Todd I Herrenkohl
- 3DL Partnership, School of Social Work, University of Washington, Campus Box 354900, 4101 15th Avenue NE, Seattle, WA 98105-6299, USA & Social Development Research Group, School of Social Work, University of Washington,
| | - John W Toumbourou
- Professor and Chair in Health Psychology, Prevention Sciences, School of Psychology and Centre for Mental Health and Wellbeing Research, Deakin University, Geelong Waterfront Campus, Geelong, Victoria 3217, Australia & Centre for Adolescent Health, Murdoch Childrens Research Institute, Flemington Road, Parkville, Australia:
| | - Richard F Catalano
- Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115, USA,
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Hemphill SA, Herrenkohl TI, Plenty SM, Toumbourou JW, Catalano RF, McMorris BJ. Pathways From School Suspension to Adolescent Nonviolent Antisocial Behavior in Students in Victoria, Australia and Washington State, United States. J Community Psychol 2012; 40:301-318. [PMID: 24049218 PMCID: PMC3774047 DOI: 10.1002/jcop.20512] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
School suspension is associated with school drop-out, crime, delinquency, and alcohol and other drug use for the suspended student. Important research questions are how academic and related factors are relevant to the school suspension process and the generality of the process in different sites. State representative samples of Grade 7 students (N = 1,945) in Washington State, United States and Victoria, Australia were followed from 2002 to 2004. In both states, Grade 7 school suspension was associated with higher rates of nonviolent antisocial behavior and suspension 24 months later, before Grade 8 factors were entered into the model. Relevant factors were Grade 8 low school grades and association with antisocial peers, as well as Grade 8 antisocial behavior in Washington State only. The implications of these findings for the ways in which suspension is used in schools are outlined.
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