The association between experiences of exclusionary discipline and justice system contact: A systematic review

Novak, Abigail

doi:10.1016/j.avb.2018.04.002

Cited by 29 publications

(28 citation statements)

References 43 publications

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“…Few studies have examined school-wide intervention impacts on rates of referrals to law enforcement or school-related arrests (Theriot, 2009). Although both outcomes are rare, school-related arrests, in particular, can have a significant and long-lasting negative impact on students and increase the likelihood of repeated juvenile justice contact (Novak, 2018). Any intervention that can reduce or eliminate referrals to law enforcement or arrests should thus be considered for broad implementation.…”

Section: Discussionmentioning

confidence: 99%

“…Skiba et al (2014) reviewed the literature and found OSS and expulsion were associated with later justice system contact. A systematic review by Novak (2018) indicated students who experienced exclusionary discipline were significantly more likely to have later contact with the justice system as juveniles and adults. Although school-related arrests are a less common form of disciplinary exclusions, it is clear that they can also have significant impacts on student outcomes.…”

Section: Disciplinary Exclusionsmentioning

confidence: 99%

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The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

Grasley-Boy

Gage

Lombardo

et al. 2021

Journal of Positive Behavior Interventions

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Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and students referred to law enforcement. We also discuss implications and recommendations for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Disciplinary Exclusionsmentioning

confidence: 99%

The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

Grasley-Boy

Gage

Lombardo

et al. 2021

Journal of Positive Behavior Interventions

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“…Though research has made strides in enhancing understanding of the ways in which school exclusion may increase risk of offending behavior and justice system involvement, existing literature has several notable limitations. First, while research has identified a consistent association between school exclusion and justice system contact (Novak, 2018), the association between school exclusion and self-reported offending has not been examined to the same extent as official measures of justice system contact. Given that official data represent only a small proportion of illegal behaviors, sole reliance on official data to measure offending will provide overly conservative estimates of the school-to-prison pipeline.…”

Section: School Exclusion and Youth Contact With The Justice Systemmentioning

confidence: 99%

Expanding Research on the School-to-Prison Pipeline: Examining the Relationships between Suspension, Expulsion, and Recidivism among Justice-Involved Youth

Novak

Fagan

2021

Crime & Delinquency

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Limited research has examined the associations between different forms of school exclusion and offending, and variation in these associations according to age of first exclusionary event, among justice-involved youth. Using data from the Pathways to Desistance Study, the current study examined the associations between suspension, expulsion, and recidivism and the association between age at first suspension/expulsion and recidivism. According to Cox proportional hazard models, both expulsion and frequency of suspension increased risk of recidivism; age at first suspension was not associated with recidivism, and youth who were first expelled in childhood were significantly less likely to recidivate than youth first expelled in adolescence. Results suggest juvenile justice and educational systems should provide collaborative services to better support justice-involved youth.

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“…Although children with EBD experience similar rates of grade-level retention as other SWD during the elementary years, youth with EBD are more likely to experience grade retention in secondary school than other youth with and without disabilities (Bradley et al, 2008). Similarly, school discipline, specifically the use of exclusionary practices, is a risk factor associated with academic achievement, dropping out, and criminal justice system involvement (Noltemeyer et al, 2015; Novak, 2018). Youth with EBD experience disproportionately high rates of exclusionary discipline and are more likely to be suspended and/or expelled than nondisabled peers and students with other disabilities (Bradley et al, 2008; Krezmien et al, 2006).…”

Section: Rpfsmentioning

confidence: 99%

Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

Novak

Poling

Muller

et al. 2019

Behavioral Disorders

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Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.

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The association between experiences of exclusionary discipline and justice system contact: A systematic review

Cited by 29 publications

References 43 publications

The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

Expanding Research on the School-to-Prison Pipeline: Examining the Relationships between Suspension, Expulsion, and Recidivism among Justice-Involved Youth

Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

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