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

Kothari, Brianne H.; Godlewski, Bethany; McBeath, Bowen; McGee, Marjorie G.; Waid, Jeffrey; Lipscomb, Shannon T.; Bank, Lew

doi:10.1016/j.childyouth.2018.07.017

Cited by 19 publications

(22 citation statements)

References 50 publications

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“…School disciplinary referrals, such as detentions and suspensions, can be problematic, as they often lead to lost classroom instruction and increase the risk of grade repetition, defiance, and dropping out of high school (Kothari et al, 2018). Research has shown that youth in foster care experience a disproportionately higher rate of disciplinary referrals compared with biologically-reared youth (Arcia, 2006;Crosby, Day, Baroni, & Somers, 2015).…”

Section: Disciplinary Referrals Among Youth In Foster Carementioning

confidence: 99%

“…Further, a study of 315 youth in foster care in Oregon found that 33.2% experienced a school discipline event in the 2-year time period of the study. Of these events, male students of color who were in foster care had the highest rates of school punishment (Kothari et al, 2018). In addition, students who were suspended from school on a more frequent basis had a higher likelihood of dropping out of school compared to students with fewer suspensions (Arcia, 2006).…”

Section: Disciplinary Referrals Among Youth In Foster Carementioning

confidence: 99%

“…Male students of color who are in foster care had the highest rates of school punishment (Kothari et al, 2018).…”

Section: Additional Correlates Of Academic Achievement and School Dmentioning

confidence: 99%

“…These behaviors frequently lead to detention or suspensions (Baroni, Day, Somers, Crosby, & Pennefather, 2016; Smithgall et al, 2013), and is one explanation as to why youth in foster care experience discipline more frequently than their biologically‐reared counterparts (Berardi & Morton, 2017). Since disciplinary referrals in and of themselves are related to undesired life outcomes (Kothari et al, 2018), they are important to study alongside academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Academic achievement among a sample of youth in foster care: The role of school connectedness

Somers

Goutman

Day

et al. 2020

Psychology in the Schools

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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.

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Section: Disciplinary Referrals Among Youth In Foster Carementioning

confidence: 99%

Section: Disciplinary Referrals Among Youth In Foster Carementioning

confidence: 99%

“…Male students of color who are in foster care had the highest rates of school punishment (Kothari et al, 2018).…”

Section: Additional Correlates Of Academic Achievement and School Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic achievement among a sample of youth in foster care: The role of school connectedness

Somers

Goutman

Day

et al. 2020

Psychology in the Schools

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show abstract

“…The results of research conducted by [2]- [4] concerning the relationship between teacher's work discipline and teacher performance indicate that there is a partial and simultaneous positive correlation between work discipline and teacher performance. Another study related to work discipline and employee performance improvement was carried out by [5]- [7] who investigated the influence of discipline on employee performance. The results of this study reveal that (1) discipline has a positive and significant influence on and contributes to improving employee performance.…”

Section: Introductionmentioning

confidence: 99%

The implementation of a culture of discipline for the state civil apparatus (ASN) in Gorontalo Regency (A Study of the Application of Discipline Ambassador Vest)

Suprapto¹,

Pomalingo²,

Akib³

2018

Proceedings of the 1st International Conference on Social Sciences (ICSS 2018)

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Discipline Ambassador Vest is one of the efforts of the Gorontalo Regency government to enforce discipline for the State Civil Apparatus (ASN). This research aims to find out the extent to which the application of the discipline ambassador vest affects the ASN in the Gorontalo Regency government. The scope of this research is the Gorontalo Regency government using qualitative method as a reference to produce descriptive data collected through in-depth interviews, observations and document analysis related to the implementation of the discipline ambassador vest. The results of this research indicate an increase in the culture of discipline of ASN in the Gorontalo Regency government, a decrease in the level of discipline violations, especially violation of working hours. In conclusion, the discipline ambassador vest is part of the government's efforts to raise awareness of the ASNs in Gorontalo Regency government towards a culture of discipline.

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Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

Melkman

2023

British Educational Res J

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Children in care from backgrounds of maltreatment often struggle to perform to their full potential in school. Although the English government has put education at the top of its agenda for children in care, there remains a high risk of children in care being excluded from school, undermining their chances of closing the attainment gap. This study examined how young persons in care and their foster carers perceive and experience out‐of‐school suspension and the factors surrounding it. While analysing interviewees’ accounts attachment theory emerged as a useful analytic lens through which to explore the school experiences of young persons. The study draws on 18 interviews with young persons in care aged 14–18 (nine interviews) who had been suspended from secondary school in the previous 2 years and their foster carers (nine interviews). Findings showed that despite the great importance of school for these young persons, it was generally experienced as a hostile environment where they felt they were not listened to, cared for or respected. These feelings marked a breakdown of communication between children and school and were a central factor in the process that led to their exclusion. Drawing on attachment theory, these dynamics are discussed as reflecting the failure of educational staff to respond to young persons’ attachment needs and provide them with a secure base. Specifically, the Secure Base model for foster carers’ caregivingis offered as a useful perspective to frame teachers’ relationships with young persons in care.

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

Cited by 19 publications

References 50 publications

Academic achievement among a sample of youth in foster care: The role of school connectedness

Academic achievement among a sample of youth in foster care: The role of school connectedness

The implementation of a culture of discipline for the state civil apparatus (ASN) in Gorontalo Regency (A Study of the Application of Discipline Ambassador Vest)

Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

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