To Educate or To Incarcerate: Factors in Disproportionality in School Discipline

Applying a Racial Lens to the "Cycle of Violence"

One overlooked result in a 1989 Science paper on the "cycle of violence" was a race-specific increase in risk for arrest for violence among Black maltreated children, but not White maltreated children. We examine whether race differences in the cycle of violence are explained by risk factors traditionally associated with violence. Using a prospective design, maltreated and non-maltreated children were matched on age, sex, race, and approximate family social class and interviewed at mean age 28.7 years (N = 1196). Arrest histories were obtained through age 50.5. Regression analyses included maltreatment, race, self-reported violent behavior, and risk factors (e.g., family, school, neighborhood variables). For arrests for violent crime, race was a significant predictor, whereas childhood maltreatment was not significant. For violent arrests, there was a significant race × maltreatment interaction when the total number of risk factors were included controlling for self-reported violent behaviors. For self-reported violent behaviors, childhood maltreatment remained significant for some risk factors. However, race did not predict self-reported violent behaviors. Offending behavior and traditional risk factors did not explain the disproportionate arrests among Black maltreated children. This disparity in the cycle of violence may reflect complex processes influenced by racial bias or structural racism.

The long-term consequences of school suspension and expulsion on depressive symptoms

Exposure to exclusionary discipline has been tied to several deleterious outcomes in adulthood, including contact with the criminal legal system. While this work provides interesting insight into the long-term consequences tied to this form of school punishment, few have attempted to consider whether and how, exclusionary discipline practices, in particular, school suspension and expulsion shape mental health patterning over the life course. Using panel data from the National Longitudinal Study of Adolescent to Adult Health, we contribute to this body of literature by examining whether exposure to school suspension or expulsion shapes depressive symptom trajectories from adolescence to adulthood. Results from our mixed-effects linear growth curve models demonstrate both forms of exclusionary discipline play a significant role in depressive symptom trajectories. We find suspended and expelled youth exhibit significantly higher depressive symptoms in adolescence when compared to their counterparts with no history of suspension or expulsion. Results also show age variation in depressive symptom trajectories by history of exposure to exclusionary discipline. Specifically, results show the depressive symptoms gap between disciplined and non-disciplined youth slightly dissipates as youth age into early adulthood, but as individuals begin to transition out of this stage of the life course, the gap in depressive symptoms widens substantially. Results carry implications for how punitive disciplinary practices in schools shape mental health from adolescence to adulthood.

Students' Risks for Out-of-School Suspensions: Indigenous Heritage and Child Protective Services Involvement

Disproportionality in out-of-school suspensions (OSS) is a persistent social and racial justice issue. Available research indicates that Indigenous children are disproportionately represented in both OSS and the child protective services (CPS) system. This secondary data analysis followed a cohort of 3rd grade students (n = 60,025) in Minnesota public schools from 2008- 2014. It examined the relationship between CPS involvement, Indigenous heritage, and OSS. Results from a zero-inflated negative binomial regression indicated that Indigenous students had two times the odds of suspension compared to white students (OR = 2.06, p < .001). Furthermore, there was a significant interaction between CPS involvement and Indigeneity on frequency of OSS (OR = 0.88, p < .05). Indigenous students showed a much higher odds ratio of OSS compared to white students, but the distance between the odds ratios of the two groups decreased as the number of child maltreatment allegations increased. Indigenous students may experience relatively high levels of both CPS and OSS due to systematic racism. We discussed implications for practice and policy to reduce discipline disparities.

Longitudinal relationships among exclusionary school discipline, adolescent substance use, and adult arrest: Public health implications of the school-to-prison pipeline

PURPOSE

Exclusionary school discipline is an initiating component of the school-to-prison pipeline that is racialized and may lead to short- and long-term negative substance use and criminal legal outcomes. However, these impacts, and racial disparities therein, have not been well explored empirically at the individual-level.

PROCEDURES

We analyzed data from the National Longitudinal Study of Adolescent to Adult Health (1995-2009). We fit survey-weighted multivariable logistic regression models to estimate reciprocal relationships between exclusionary discipline and adolescent substance use, between these factors and subsequent exposure to the adult criminal legal system, and whether these relationships were modified by race or ethnicity.

RESULTS

We found that students reporting substance use had 2.07 (95% CI 1.57, 2.75) times greater odds of reporting subsequent school discipline, and students exposed to school discipline had 1.59 (95% CI 1.26, 2.02) times greater odds of reporting subsequent substance use. Substance use and school discipline were associated with 2.69 (95% CI 2.25, 3.22) and 2.98 (95% CI 2.46, 3.60) times the odds of reporting subsequent adult criminal legal system exposure, respectively. There was little evidence of effect modification by race/ethnicity.

CONCLUSIONS

Findings indicate that school discipline and substance use are reciprocally associated and have direct implications for adolescent health and future criminal legal system exposure.

When State Violence Comes Home: From Criminal Legal System Exposure to Intimate Partner Violence in a Time of Mass Incarceration

Exceptionally high rates of partner violence perpetration are evident among men returning from prison. Two bodies of scholarship, one on family stress and another on exposure to state violence, each suggest that criminal legal system exposure could promote partner violence perpetration via changes in men's behavioral health and interpersonal approach and in couples' conflict dynamics. Such relationships have not been tested in quantitative research. Structural equation models were fitted to longitudinal, couples-based survey data from the Multi-site Family Study on Incarceration, Parenting, and Partnering. Participants included men returning from a state prison term in five U.S. states (N = 1112) and their committed intimate or co-parenting partners (N = 1112). Models tested hypothesized pathways from three dimensions of criminal legal system exposure to later partner violence perpetration. In fitted models, men's childhood criminal legal system exposure predicts their post-prison partner violence perpetration via adult post-traumatic stress symptoms, reactivity, avoidance, and dysfunctional couple conflict dynamics. Men's cumulative criminal legal system exposure in adulthood predicts their post-prison partner violence perpetration via addiction and dysfunctional couple conflict. These initial results suggest that mass-scale incarceration could worsen partner violence via men's psychological and interpersonal adaptations to criminal legal system contact, particularly when such contact is sustained or occurs at a developmentally significant period in the life course.

Back to School After School Closure in the Pandemic: Student Discipline Problems

The study was carried out to determine the disciplinary problems students experienced on returning to school after the pandemic. This is a case study, one of the qualitative research designs conducted with five principals working in high schools in Turkey, who volunteered to participate in the research in the first semester of the 2021–2022 academic year. Principals were selected according to the snowball sampling method. In the research, disciplinary problems were handled as personal, against friends, and disorganizing problems. When the reasons for disciplinary problems are examined, they are psychological, technological, social-emotional, familial, academic, and school orders. The measures by principals taken are reward-punishment and positive language and approaches.

School Discipline as a Consequence of Violent Victimization in Adolescence: Understanding the Mediating Roles of Head Injury and Behavior

Pathways from violence to head injury and poor long-term outcomes have been found among numerous populations, however, have not yet been widely examined with youth exposed to violence. Traumatic brain injuries (TBIs) are linked to a range of consequences salient to adolescent development and well-being, such as impulsivity, academic abilities, and emotional processing. This gap in research has led to a missed opportunity to understand the consequences of youth victimization, particularly within the academic setting. The current study examined whether head injury and problem behaviors mediate the relationships between victimization and suspension/expulsion using data from the Pathways to Desistance Study, a multi-site, longitudinal study of serious adolescent offenders age 14-18. A sample of male youth who had witnessed violence (n = 1,094) reported a total score of victimization, number of early behavior problems (i.e., cheating, fighting, etc.), ever having a head injury (32.9%), and number of times suspended (adjusted M = 13.13; SD = 19.31) or expelled (adjusted M = 0.65; SD = 0.99). Structural equation modeling was used to examine direct and indirect pathways from victimization to suspension and expulsion through head injury and behavior. Direct pathways from victimization to school discipline were significant; indirect pathways mediated by only head injury were not significant, but indirect pathways through only problem behavior and through TBI and problem behavior were significant for both expulsion and suspension. Results suggest that youth who have been victimized are at higher risk for both suspension and expulsion and that this risk may be, in part, explained through increased head injury and problem behaviors. TBI screenings/services for violence-exposed youth and trauma-informed school-based services may help to deter trajectories toward suspension and expulsion but should be developed with attention to the influence of racial bias on pathways to school discipline.

Racial Injustice in Schools: Underscoring Social Work's Obligation to Promote Antiracist Practice

Children of color (COC) continue to have a range of disparate educational experiences that implicate structural and institutional racism as powerful, detrimental forces in P-12 schools. As members of a profession dedicated to empowerment and the dismantling of oppression, social workers are called to respond. Social workers work in and with schools in diverse roles (for example, as practitioners, community partners, organizational leaders, and contracted providers) and are ethically obligated to challenge injustice. This article-anchored in a framework focused on how race operates in schools and in the field of social work-considers the state of affairs for COC in schools, social work's professional and ethical obligations, and extant opportunities for social workers to learn to address structural racism. The authors identify a gap between COC experiences and social work candidates' preparation to respond, and therefore advocate for social work's more explicit commitment to antiracist practice, research, and pedagogy. The authors share examples from within and beyond the field of social work that can guide next steps, anticipate challenges that would arise, and assert the importance of pursuing antiracism as a route toward meeting our profession's ethical obligations. The article concludes with a discussion of implications for social work education, research, and practice.

Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School

Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority

The burnout syndrome has been related to development of transgressive attitudes toward norms that facilitate risk behaviors in youth, such as drinking alcohol. On the contrary, academic engagement is related to positive attitudes toward authority which can slow down its use. The objective was analyze the relationships between burnout and academic engagement, attitudes toward authority and use of alcohol. Method: The sample included a total of 1,287 high school students who anonymously filled out the Maslach Burnout Inventory-Student Survey, the Utrecht Work Engagement Scale for Students and the Scale of Attitudes toward Institutional Authority in adolescents, along with questions on drinking alcohol. Results: It was observed that cynicism had a significant effect on positive attitude toward rule-breaking, and this in turn, on frequency of drinking. The engagement dedication factor was shown to have a significant direct effect on positive attitude toward institutional authority, and this on drinking frequency. Conclusions: Promoting measures for decreasing burnout in youth and stimulating academic engagement could have repercussions on attitudes toward rules and the presence of risk behavior.

A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment

Excessive use of exclusionary school discipline with Black students is a persistent, systemic problem in U.S. schools with potential to affect students' perceptions of their school. For example, students may notice racial differences in out-of-school suspensions, which may relate to how academically engaged they feel and the extent to which they view the school's disciplinary environment as positive. The current study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and schools (K = 53). Two metrics of discipline disproportionality were used (i.e., the risk ratio and the risk difference) and moderation was examined through cross-level interactions. Results indicated that, regardless of race, students perceived the disciplinary environment as significantly less favorable in schools with greater racial discipline disproportionality when measured by the risk ratio, but not when measured by the risk difference. Using different disproportionality metrics in education research has important implications for policies and practices to identify and address the issue. How discipline disparities relate to the way that students perceive the disciplinary environment will likely inform intervention efforts for school psychologists.

Sent Home versus Being Arrested: The Relative Influence of School and Police Intervention on Drug Use

Prior research has demonstrated that school disciplinary practices lead to juvenile justice intervention or the "school-to-prison pipeline" and that juvenile justice intervention leads to adversities, including drug-using behavior, in adolescence and adult life. Yet, it is not clear which form of official intervention, school suspension and expulsion or police arrest, is more predictive of drug use among young people. Using data from the Rochester Youth Developmental Study, we examined both the immediate, concurrent influence of school and police intervention on drug use during adolescence and the long-term, cumulative impact of school and police intervention during adolescence on subsequent drug use in young established adulthood. The results indicate that school exclusionary practices appeared to be more predictive of drug use than police arrest during both adolescence and young adulthood. Additionally, such negative effects mainly exhibited among minority subjects, and the effects by gender appeared contingent on developmental stages.