Are rates of school suspension higher in socially disadvantaged neighbourhoods? An Australian study

Hemphill, Sherly A.; Toumbourou, John W.; Smith, Rachel; Kendall, Garth; Rowland, Bosco; Freiberg, Kathryn Jeanette; Williams, Joanne

doi:10.1071/he10012

Cited by 48 publications

(46 citation statements)

References 17 publications

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“…The sample consisted of 4058 girls in Grade 6 (modal age 11 years) and of the survey methods are described elsewhere (7). Of the analysis sample, 684 girls had missing data on one or more variables, of which 8, 115, and 27 participants had missing data on depressed mood, family conflict, and dieting respectively.…”

Section: Methods Samplementioning

confidence: 99%

Risky dieting amongst adolescent girls: Associations with family relationship problems and depressed mood

et al. 2016

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Section: Methods Samplementioning

confidence: 99%

Risky dieting amongst adolescent girls: Associations with family relationship problems and depressed mood

et al. 2016

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“…Failure to recognise or accurately identify a child's additional needs could be a significant problem as further school placements may rupture, with potential adverse educational, social and health consequences for the child and their family, and not to mention a largewith an inevitable economic burden to society. School exclusion predicts many adverse outcomes including offending, substance misuse and poor educational attainment , Hayden and Dunne, 2001, Hemphill et al, 2010, Parsons et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

The “Supporting Kids, Avoiding Problems” (SKIP) study: relationships between school exclusion, psychopathology, development and attainment – a case control study

Parker

Marlow²,

Kastner

et al. 2016

Journal of Children's Services

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Purpose – The purpose of this paper is to explore the association between children who are at risk of being or who have been excluded from school between the ages of 4 and 12 years and the role of psychopathology, development and attainment. Design/methodology/approach – A case-control approach was conducted. Cases were children who had been excluded from school compared to those who had no reported exclusions and normative data where possible. A range of measures were used to collect information from the parent, child and teacher on areas covering the child’s mental health and well-being. Findings – The findings showed the number of difficulties faced by children who are at risk of being or who have been excluded from school compared to gender- and age-matched controls and normative data increased. Behavioural difficulties were apparent in the majority of the cases and an alarming number of children reported self-harm. Interestingly nearly all the cases had recognised needs, but not all of them were accessing appropriate services. Practical implications – There have been a number of changes regarding the identification and support of children’s mental health and well-being. This study highlights gaps in resources and provision, particularly around behavioural difficulties for children who are presenting as not coping in school. Originality/value – The findings from the SKIP study indicate the complexities and compounded difficulties faced by children who are experiencing exclusion from school. By implementing a systematic group of assessments the study was able to identify these complexities of need across a vulnerable group of children.

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“…The adverse consequences that may follow being excluded from school are well known, including higher risks of substance abuse, poor academic outcomes and criminality, with impact at the societal as well as the individual and family level in terms of costs to education, youth justice and mental health services (Hemphill et al 2010, Parsons 2010, Hodgson and Webb 2005 Centre for Social Justice 2011). Policy, both on a national and international level recognises the need to focus on mental health and behaviour in schools over the last decade (COM 2011, DfE 2011.…”

Section: How Might It Inform Policy?mentioning

confidence: 99%

“…Although the adverse consequences of a mental health diagnosis and exclusion from school are well reported (Hemphill et al 2010, Parsons 2010, Daniels et al 2003, Hayden and Dunne 2001, the interface between childhood psychopathology and exclusion from school however seems less clear. We have used well-tested methods from the health science area to perform a systematic review of the available evidence from comparative studies to explore the association between school aged children with a psychiatric disorder or impairing psychopathology and exclusion from school, compared to their peers with better mental health.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, exclusion is 'an act with potentially wide ranging consequences not only for the individual but also for society more broadly' (Hayden, 2003). The inequalities highlighted in these already disadvantaged groups have been reported to be associated with trajectories towards poverty, reiterating the need for a greater understanding of the reasons leading to disadvantage (Centre for Social Justice 2011, Hemphill et al 2010). …”

Section: Introductionmentioning

confidence: 99%

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School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

Parker

Whear

Ukoumunne

et al. 2014

Emotional and Behavioural Difficulties

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Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school.This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered schoolaged children, and if validated diagnostic measures had been used to assess psychopathology.Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55 to 2.33) to 45.6 (95% CI: 3.8 to 21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed.

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Are rates of school suspension higher in socially disadvantaged neighbourhoods? An Australian study

Abstract: Students living in low SES areas are exposed to higher rates of school suspension, at similar levels of adjustment problems. Assisting schools, particularly those with disadvantaged students, to foster school engagement is essential for schools committed to health promotion.

Cited by 48 publications

References 17 publications

Risky dieting amongst adolescent girls: Associations with family relationship problems and depressed mood

Risky dieting amongst adolescent girls: Associations with family relationship problems and depressed mood

The “Supporting Kids, Avoiding Problems” (SKIP) study: relationships between school exclusion, psychopathology, development and attainment – a case control study

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

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