A longitudinal analysis of school discipline events among youth in foster care

Past School Discipline Experiences: Perspectives of Disabled Adults

BACKGROUND

School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults.

METHODS

Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power.

RESULTS

Eight peace-power versus power-over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing."

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Disabled students can experience oppressive power-over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social-emotional learning, and inclusion.

CONCLUSIONS

Classroom discipline can represent emancipatory peace-power or oppressive power-over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.

Foster Care, Kinship Care, and the Transition to Adulthood: Do Child Welfare System Processes Explain Differences in Outcomes?

Despite longstanding policy preferences favoring kinship care placements over non-relative family foster care placements, research findings on the benefits of kinship care vary by measurement, assessed outcome, follow-up period, and other study design elements. We examined early adulthood outcomes-incarceration and teen parenthood-among WI youth who entered foster care in early-to-middle childhood (ages 5-10). Results suggest that initial placement in kin or nonrelative kinship care was not significantly related to imprisonment or teenage parenthood directly; however, first placement in kinship care is associated with fewer moves, longer duration in care, and a higher probability of a new maltreatment investigation, which in turn is related to long-term outcomes. Further, a new maltreatment investigation was an important mediator and was significantly associated with a higher probability of incarceration and teenage parenthood. This study provides mechanisms on the ways in which first placement setting influences incarceration and teenage parenthood. Findings provide important policy and practice implications on how children's experiences in foster care, based on their initial placement type, can lead to maladaptive outcomes.

Revisiting Conventional Wisdom: What Do We Know from 30 Years of Research on Sibling Placement in Foster Care?

BACKGROUND

Efforts to place sibling groups together in foster care have long been considered best practice and is required under federal law. Practice and policy guidance are based in part on the belief that sibling placement is in the best interests of children. In this article, we first review literature reviews on this topic to assess the extent to which prior efforts to characterize this body of research are thorough, objective, and based on research specific to the foster care population. We then assess the quality and volume of empirical evidence on the effects of sibling placement for the stability, permanency, and wellbeing of children in foster care to ascertain whether existing reviews accurately reflect the empirical evidence or extend beyond it without adequate empirical support.

METHODS

We conducted a scoping search of reviews of published research from the year 1990 to 2019 using Google Scholar, PsycInfo, EBSCO, and PubMed (Medline). From the search results, we extracted all review articles, quantitative studies, and qualitative studies on sibling placement in foster care. We identified 16 literature reviews on sibling placement in foster care. In addition, we identified 27 longitudinal quantitative studies measuring the association between sibling placement and child placement stability, permanency or wellbeing in foster care, and nine qualitative studies on the role of sibling placement or relationships for child wellbeing in foster care.

RESULTS

Many of the literature reviews relied on research evidence from non-foster care samples and studies with weak methodologies. Moreover, although the research evidence is inconclusive - with studies reporting positive, negative, and null effects -most literature reviews concluded that the practice of sibling placement was supported by research evidence.

CONCLUSION

Although there are moral reasons to support sibling placement, the research evidence does not consistently support the practice of placing siblings together. Further research is needed to identify when sibling placement poses a risk to children and when sibling placement is likely to facilitate positive outcomes.

Academic Achievement Among a Sample of Youth in Foster Care: The Role of School Connectedness

Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9-11 years of age; males=52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population.