Reconsidering the Alternatives: The Relationship Between Suspension, Disciplinary Alternative School Placement, Subsequent Juvenile Detention, and the Salience of Race

Vanderhaar, Judi; Muñoz, Marco A.; Petrosko, Joseph M.

doi:10.58464/2155-5834.1218

Cited by 7 publications

(2 citation statements)

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“…Despite the extensive literature on the impact of trauma or adversity on academics generally, the relationship between adversity and disciplinary exclusion is understudied (Crosby et al, 2018;Mallett, 2017). Systemic inequity, violence, poverty and racial inequity, occurring both inside and outside of school systems, are identified consistently as drivers of disproportionate discipline, but are not typically contextualized as adversity in the literature on disciplinary exclusion (Novak, 2021;Skiba et al, 2015;Vanderhaar et al, 2015). Baumle (2018) and Morris (2016) each proposed that "unaddressed" or "hidden" trauma influences the pathway from school discipline to disproportionate criminalization of low income and racialized female students.…”

Section: Disproportionate Disciplinary Exclusion and Adverse Experiencesmentioning

confidence: 99%

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2024

Traumatology

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This constructivist grounded theory study aimed to explore adverse experiences among students who are disciplinarily excluded in Ontario, Canada. Participants (n = 31) were recruited through suspension and expulsion programs across two school boards in urban and urban emergent areas of Southern Ontario. Fifteen students were interviewed, (male, n = 11; Black, n = 10; identified as having special education needs, n = 9) and 16 multidisciplinary staff. Students had consistently experienced multiple and diverse forms of adversity. Of particular note were expanded forms of adversity which included school and community violence and systemic racism and inequity. Experiences of adversity are rarely explicitly identified among students who have been suspended or expelled, particularly expanded forms. Important experiences are not conventionally acknowledged as adversity, and certain students are not viewed as traumatized by their experiences. The findings indicate a need for trauma-informed and culturally/race aware school and disciplinary approaches, research on adversity within disproportionate disciplinary, and consistent acknowledgment of expanded forms of adversity, particularly among this group of students, in research and practice.

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Section: Disproportionate Disciplinary Exclusion and Adverse Experiencesmentioning

confidence: 99%

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2024

Traumatology

View full text Add to dashboard Cite

show abstract

“…Several spoke about the high disciplinary incidents involving Black girls and the implications for the school-to-prison pipeline. As the work of Vanderhaar et al (2015) found, youth who attend alternative schools are 5 times more likely to become involved in the juvenile justice system after placement.…”

Section: Providers' Commentsmentioning

confidence: 99%

“Why Is Your Interpretation of My Experience the Only One That Counts?” A Comparison of Providers’ and Young Women's Perceptions of Their Needs

Rosenbaum

2024

The Prison Journal

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This article draws on the author's 2023 Western Society of Criminology Paul Tappan Award address on her seminal work with adolescent girls in Flint Michigan. Echoing the major theme from that address, the article focuses on the need for practitioners and academics to collaborate and more actively engage in targeting programs relevant to the needs of young women. The Flint study identified great discrepancies between providers and girls regarding program relevancy and effectiveness, underscoring the importance of including adolescent girls’ voice in program development and evaluation, which is finally being addressed in contemporary programming.

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Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students

Avery-Overduin,

Poed

2023

Emotional and Behavioural Difficulties

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Reconsidering the Alternatives: The Relationship Between Suspension, Disciplinary Alternative School Placement, Subsequent Juvenile Detention, and the Salience of Race

Cited by 7 publications

References 0 publications

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

“Why Is Your Interpretation of My Experience the Only One That Counts?” A Comparison of Providers’ and Young Women's Perceptions of Their Needs

Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students

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