Why are we Really Suspending this Student?:  The Relationship Among ACEs, ADHD and High School Suspension Rates

Lettieri, Kelly Wynne; Lewis, Travis

doi:10.32674/jtse.v1i1.3548

Cited by 3 publications

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Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk

Graham,

Killingly,

Alexander

et al. 2023

Aust. Educ. Res.

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Overrepresentation in exclusionary school discipline is extensively documented for certain groups of students, particularly students of colour and those with disability, yet while these groups may overlap, policies that aim to address disproportionality tend to consider equity factors in isolation. The majority of research on overrepresentation, intersectionality and disproportionate risk has been conducted in the United States, yet there has been limited research within an Australian context despite reports of the overrepresentation of students in priority equity groups: students with a disability, Indigenous students and those living in out-of-home care. To disentangle the intersectionalities between these three priority equity groups, we created seven independent groups in which one or more of these factors was present. We then compare each of these seven groups to one referent group (not Indigenous, no disability, not in care) to examine trends in Queensland state school suspensions from 2016 to 2020. Findings show that students in the seven groups were issued suspensions at rates disproportionate to enrolments, in contrast to the referent group, with the risk of suspension increasing with greater intersectionality. Further analyses highlight disability as a common underlying factor, both in terms of increasing risk of suspension and in its repeated use, particularly for students recorded as receiving adjustments in the Social-Emotional category. These findings underscore the need for more nuanced reform and support strategies that can better account for the intersectionalities between groups.

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Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk

Graham,

Killingly,

Alexander

et al. 2023

Aust. Educ. Res.

View full text Add to dashboard Cite

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ADHD Prevalence Rose, Yet Disparities Remain: Commentary on the 2022 National Survey of Children’s Health

Chronis-Tuscano,

Bounoua

2024

Journal of Clinical Child & Adolescent Psychology

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A Safe Place for All Students

Hatton

Greiner

2023

Advances in Educational Marketing, Administration, and Leadership

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Experiencing trauma and its impact is often intensified for members of underserved communities. Since children and adolescents spend a significant amount of time at school, it is imperative that they feel safe and comfortable in order to learn. School counselors have an ethical obligation to implement trauma-informed practices to meet the diverse needs of all students and establish an educational environment in which they can thrive and reach their full potential. The purpose of this chapter is to outline how professional school counselors can successfully implement trauma-informed practices to establish trauma-sensitive school environments. Within this chapter, the authors will provide an overview of trauma, discuss how it impacts students and manifests within the school environment, explore the school counselor's role in implementing trauma-informed practices, and utilize realistic case studies to demonstrate how school counselors can apply this knowledge when working with students in real life situations.

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Why are we Really Suspending this Student?: The Relationship Among ACEs, ADHD and High School Suspension Rates

Cited by 3 publications

References 0 publications

Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk

Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk

ADHD Prevalence Rose, Yet Disparities Remain: Commentary on the 2022 National Survey of Children’s Health

A Safe Place for All Students

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