“You Don’t Know What’s Really Going On”: Reducing the Discipline Gap by Addressing Adversity, Connection and Resources

Coping with the Impact of Systemic Racism, Inequity, School and Community Violence Among High School Students Who are Suspended or Expelled

“…The findings illustrate the significant impact of expanded forms of adversity and polyvictimization on student development, coping and academic outcomes as evidenced by statements about depression, arguing with teachers, non-attendance and feeling the need to carrying weapons. Expanded forms of adversity, or silent trauma, have received insufficient attention, and the role of trauma or adversity in school discipline has been under examined (Alvarez et al, 2016; Cronholm et al, 2015; Crosby et al, 2018; Kimber & Ferdossifard, 2020; Mallett, 2017; Sanders et al, 2021; Thompson & Farrell, 2019; Turner et al, 2020; Voisin, 2019). The emergent exploratory theory proposes that students who have been suspended or expelled experience multiple and diverse forms of adversity which have influenced coping strategies for this group of students.…”

“…The focus for change should not be on individual 'at risk' students, as this study illustrated that coping through a big up presentation was in fact effective for maintaining safety as evident through statements noting that 'violence kind of just stopped everything'. Rather it is important to recognize and address the conditions that allow early exposure to adversity, particularly the structural factors that perpetuate disproportionate exposure among certain communities, notably Black and Indigenous communities (Sanders et al, 2021). This includes, but should not be limited to, addressing all violence within schools, such as weapons, bullying and fighting.…”

“…students who had been suspended or expelled from school (Sanders et al, 2021). The following research question guided this analysis: 1) How do experiences of expanded adversity impact students?…”

“…Expressions of the impact of adversity, therefore, may not be easily recognizable or fit the expectations of educators. Certain students may not be viewed as traumatized by their experiences, aligning with biased perspectives of these students as perpetrators of adversity rather than experiencing adversity (Thompson & Farrell, 2019; Sanders et al, 2021).…”

“…Suspension and expulsion, or disciplinary exclusion, are applied when students are perceived as engaging in unsafe behaviours, for example: being disruptive or aggressive, possessing, using or trafficking a weapon, engaging in physical or sexual assault, committing robbery, threatening, possessing alcohol or drugs, swearing at authority or bullying (Gill, 2017;Government of Ontario, 2009;NSW Department of Education and Communities, 2011). Despite the violence and adversity inherent in these situations, very little attention has been paid to experiences of violence, trauma or adversity in the lives of students who are disciplinarily excluded (Crosby et al, 2018;Mallett, 2017; NP21218 Journal of Interpersonal Violence 37(21-22) Sanders et al, 2021). This lack of attention results in a lack of understanding of this group of students and how they are coping with the impacts of adverse experiences.…”