Beyond the Breakfast Club: Variability in the Effects of Suspensions by School Context

Wiley, Stephanie A.; Slocum, Lee Ann; O’Neill, Jennifer; Esbensen, Finn‐Aage

doi:10.1177/0044118x19896716

Cited by 12 publications

(6 citation statements)

References 32 publications

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“…A growing body of evidence attests the harmful impacts of out-of-school suspension on student outcomes, negatively affecting relationships with peers ( Jacobsen, 2020 ) and teachers ( Quin, 2019 ), and academic achievement ( Noltemeyer et al, 2015 ; Hwang, 2018 ). Moreover, suspension is known to exacerbate rather than remediate the behaviors for which it is issued ( Quin and Hemphill, 2014 ; Amemiya et al, 2020 ; Wiley et al, 2020 ). It is worth noting that not all students who disliked school in the present study had prior experiences of school suspension or exclusion.…”

Section: Discussionmentioning

confidence: 99%

Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline

et al. 2022

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School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7–10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.

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Section: Discussionmentioning

confidence: 99%

Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline

et al. 2022

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“…Given that early justice system involvement may set youth on a path out of school and into the justice system, other responses to these youth must be considered. Police contact is associated with deleterious educational outcomes, such as academic achievement, school commitment, and subsequent school sanctions (Arcia 2006; Fisher, Wiley, and McGlynn-Wright 2021; Wiley et al 2020). Police contact that occurs in school might amplify these consequences if the student-officer encounter is known to school personnel and other students, triggering processes of exclusion and ostracism and discouraging the youth from maintaining connections in school.…”

Section: Discussionmentioning

confidence: 99%

From School Halls to Shopping Malls: Multilevel Predictors of Police Contact In and Out of School

Wiley

Slocum

2022

Journal of Research in Crime and Delinquency

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Objectives: Individual- and school-level factors associated with youth being stopped, searched, or arrested in school are identified. Correlates of community-based contact are also examined. Methods: Longitudinal student surveys and corresponding school-level data come from 21 middle and high schools in 6 districts in St. Louis County, Missouri. Multilevel multinomial logistic regression was used to assess factors related to a three-category dependent variable, distinguishing youth with: (1) no police contact, (2) in-school contact, and (3) out-of-school contact. Independent variables capture student-level demographics, behavior, experiences, and perceptions and school-level characteristics and practices. Results: Factors associated with in-school contact include substance use, peer associations, prior contact, and prior school sanctions. Odds of school-based contact also increase when youth are less aware of school rules and perceive greater disorder. Among school-level characteristics, only officers responding to school problems is significantly associated with in-school contact. Conclusions: There is some consistency in individual-level factors associated with police contact across locations, particularly related to prior sanctions, but findings highlight potential mechanisms that vary across contexts. This study also provides evidence that some schoolwide responses may contribute to youth's likelihood of having police contact in school, but solutions should consider the fluidity of contact in schools and communities.

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“…Additionally, out-of-school suspension was predictive of negative behavioral engagement for Black boys. It is also important to note that these disciplinary practices have been linked to antithetical outcomes such as increased antisocial behaviors (Hemphill, Toumbourou, Herrenkohl, McMorris, & Catalano, 2006;Wiley, Slocum, O'Neill, & Esbensen, 2020) and disrupted learning, thereby widening the achievement gap between Black and White students (Onyeka-Crawford, Patrick, & Chaudhry, 2017;Schott Foundation, 2010).…”

Section: School Disciplinary Practicesmentioning

confidence: 99%

School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys: An Intersectionality‐Informed Approach

Cooper

Golden

Butler‐Barnes

et al. 2022

J of Research on Adolesc

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Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and lower school satisfaction (at 1-year follow-up). In a counterintuitive pattern, adolescents' perceptions of disciplinary inequities were associated with greater persistence. This investigation provided partial support for gender variation. Perceptions of school disciplinary inequities were associated with lower educational aspirations for girls, whereas systemic school discrimination was more strongly associated with boys' educational aspirations. Overall, our study suggests that school-specific systemic discrimination and disciplinary practices shape Black adolescents' adjustment.

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Beyond the Breakfast Club: Variability in the Effects of Suspensions by School Context

Cited by 12 publications

References 32 publications

Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline

Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline

From School Halls to Shopping Malls: Multilevel Predictors of Police Contact In and Out of School

School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys: An Intersectionality‐Informed Approach

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