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

Sanders, Jane E.

doi:10.1177/08862605211056724

Cited by 5 publications

(7 citation statements)

References 64 publications

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“…Some students did not want to share details of their adverse experiences as with one student who identified experiencing the death of a parent and stated they “ … kind of rather not really talk about that” (SD07). Students and staff described a presentation of strength, designed to ward off threats (Sanders, 2022). Students felt that educators were scared to get to know them and to understand what was going on for them as one identified, “I almost got suspended because people were saying I had a weapon on me … then all the teachers heard about it, so I know the teachers started keeping a distance away from me.…”

Section: Resultsmentioning

confidence: 99%

“…kind of rather not really talk about that" (SD07). Students and staff described a presentation of strength, designed to ward off threats (Sanders, 2022). Students felt that educators were scared to get to know them and to understand what was going on for them as one identified, "I almost got suspended because people were saying I had a weapon on me .…”

Section: The Impact Of Adversity On Studentsmentioning

confidence: 99%

“…These authors suggested a desensitization effect of adversity. In addition, for some students it is unsafe to reveal the impact of adversity as this could signal vulnerability and increase exposure to further adversities such as community or school violence (Bell, 2019; Sanders, 2022). Assessment methods that require an individual to endorse vulnerability and helplessness may not be consistent with their presentation of toughness or with the language they use to express distress (Bailey et al, 2014; Sacks & Murphey, 2018).…”

Section: Trauma and Adverse Childhood Experiencesmentioning

confidence: 99%

See 2 more Smart Citations

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2022

Traumatology

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This constructivist grounded theory study aimed to explore adverse experiences among students who are disciplinarily excluded in Ontario, Canada. Participants (n = 31) were recruited through suspension and expulsion programs across two school boards in urban and urban emergent areas of Southern Ontario. Fifteen students were interviewed, (male, n = 11; Black, n = 10; identified as having special education needs, n = 9) and 16 multidisciplinary staff. Students had consistently experienced multiple and diverse forms of adversity. Of particular note were expanded forms of adversity which included school and community violence and systemic racism and inequity. Experiences of adversity are rarely explicitly identified among students who have been suspended or expelled, particularly expanded forms. Important experiences are not conventionally acknowledged as adversity, and certain students are not viewed as traumatized by their experiences. The findings indicate a need for trauma-informed and culturally/race aware school and disciplinary approaches, research on adversity within disproportionate disciplinary, and consistent acknowledgment of expanded forms of adversity, particularly among this group of students, in research and practice.

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Section: Resultsmentioning

confidence: 99%

Section: The Impact Of Adversity On Studentsmentioning

confidence: 99%

Section: Trauma and Adverse Childhood Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2022

Traumatology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Caveats apply to this general conclusion, however. For many students, particularly vulnerable students, school is an environment associated with biased exclusionary discipline, racism, oppression, systemic discrimination, and victimization (Kohli et al, 2017;Sanders, 2022). In related fashion, many students miss school as a more adaptive choice, such as to support a family economically (Chang et al, 2019;Ricking and Schulze, 2019).…”

Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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School attendance and school absenteeism have been studied for over a century, leading to a rich and vast literature base. At the same time, powerful demographic, climate, social justice/equity, and technological/globalization forces are compelling disparate stakeholders worldwide to quickly adapt to rapidly changing conditions and to consider new visions of child education for the next century. These overarching forces are utilized within a theory of change approach to help develop such a vision of school attendance/absenteeism for this era. This approach adopts key long-range outcomes (readiness for adulthood for all students; synthesized systemic and analytic approaches to school attendance/absenteeism) derived from thematic outputs (reframing, social justice, and shared alliances) that are themselves derived from contemporary inputs (movement of educational agencies worldwide toward readiness for adulthood, technological advances, schools, and communities as one). As with theory of change approaches, the purpose of this discourse is not to provide a roadmap but rather a compass to develop multi-stakeholder partnerships that can leverage shared resources and expertise to achieve a final mutual goal.

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“…In a study in Turkey, it was found that absenteeism from school and school administrators came to the fore as the primary reason, but socio-economic level did not make a significant difference on absenteeism (Uzun & Kemerli, 2019). Sanders (2022), who investigated the reasons for absenteeism of secondary school students, pointed out that absenteeism should be seen as the first sign that the student has taken a wrong path and the beginning of the problems to be experienced later. Sakınç (2013), on the other hand, stated that the reasons for student absenteeism in vocational and technical secondary educational institutions are administrators, teachers, family, environment, economic, social, individual and legislative reasons.…”

Section: Introductionmentioning

confidence: 99%

A Study on Absenteeism of University Students

Şahin

2023

International E-Journal of Educational Studies

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Attendance is thought to be an important issue for academic success in schools. With the long school closure due to Covid-19, students were kept away from schools and when the schools were opened and face to face education began, the absenteeism rate increased a lot. A phenological study to determine the reasons for absenteeism of university students was conducted with the participation of 56 students from different faculties of a university at the Black Sea Region of Turkey during the spring term of 2022. According to the findings obtained from the study, the most important reason for absenteeism was health problems. Secondly, waking up early was another striking reason for absenteeism. Stress and depression, early class hours, family and transportation problems, academic staff were stated as important reasons for absenteeism. The long course hours, the lack of sufficient activities in the school environment, not finding the lessons meaningful and informative also found to be affective in the attendance rate of student. It was also found out that university environment and instructors were also responsible from students’ absenteeism. Therefore, the courses should not be planned in the early hours and the course instructors should be able to take student attention to the courses. Moreover, the campuses should increase social, cultural and sportive activities. To attract the attention of students to school with extracurricular activities; social, cultural and sportive activities should be planned. University campus should turn into a life center where students would like to be.

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

Cited by 5 publications

References 64 publications

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

A Study on Absenteeism of University Students

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