Out-of-School Suspension and Expulsion
Jeffrey H. Lamont,Cynthia D. Devore,Mandy A. Allison,Richard Ancona,Stephen E. Barnett,Robert Gunther,Breena Holmes,Mark Minier,Jeffrey Okamoto,L. S.M. Wheeler,Thomas Young +10 more
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Pediatricians should be prepared to assist students and families affected by out-of-school suspension and expulsion and should be willing to guide school districts in their communities to find more effective and appropriate alternatives to exclusionary discipline policies for the developing child.Abstract:
The primary mission of any school system is to educate students. To achieve this goal, the school district must maintain a culture and environment where all students feel safe, nurtured, and valued and where order and civility are expected standards of behavior. Schools cannot allow unacceptable behavior to interfere with the school district’s primary mission. To this end, school districts adopt codes of conduct for expected behaviors and policies to address unacceptable behavior. In developing these policies, school boards must weigh the severity of the offense and the consequences of the punishment and the balance between individual and institutional rights and responsibilities. Out-of-school suspension and expulsion are the most severe consequences that a school district can impose for unacceptable behavior. Traditionally, these consequences have been reserved for offenses deemed especially severe or dangerous and/or for recalcitrant offenders. However, the implications and consequences of out-of-school suspension and expulsion and “zero-tolerance” are of such severity that their application and appropriateness for a developing child require periodic review. The indications and effectiveness of exclusionary discipline policies that demand automatic or rigorous application are increasingly questionable. The impact of these policies on offenders, other children, school districts, and communities is broad. Periodic scrutiny of policies should be placed not only on the need for a better understanding of the educational, emotional, and social impact of out-of-school suspension and expulsion on the individual student but also on the greater societal costs of such rigid policies. Pediatricians should be prepared to assist students and families affected by out-of-school suspension and expulsion and should be willing to guide school districts in their communities to find more effective and appropriate alternatives to exclusionary discipline policies for the developing child. A discussion of preventive strategies and alternatives to out-of-school suspension and expulsion, as well as recommendations for the role of the physician in matters of out-of-school suspension and expulsion are included. School-wide positive behavior support/positive behavior intervention and support is discussed as an effective alternative.read more
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Journal ArticleDOI
Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion
Russell J. Skiba,Choong-Geun Chung,Megan Trachok,Timberly L. Baker,Adam Sheya,Robin L. Hughes +5 more
TL;DR: The authors conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion.
Journal ArticleDOI
More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline
TL;DR: This paper examined the literature surrounding one facet of the pipeline, school exclusion as a disciplinary option, and proposed a model for tracing possible pathways of effect from school suspension and expulsion to the ultimate contact point of juvenile justice involvement.
Journal ArticleDOI
The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline
TL;DR: Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students and students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers.
Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School.
TL;DR: The first in an ongoing series of national studies by the Center for Civil Rights Remedies at the Civil Right Project as discussed by the authors is the first in a series of studies published by Orfield et al.
Journal ArticleDOI
Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools.
TL;DR: Examination of the effects of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) on the levels of individual student problem behaviors during a 3-year effectiveness trial without random assignment to condition showed statistically significant decreases in student office discipline referrals in SW- PBIS schools.
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