Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis

Gerlinger, Julie; Viano, Samantha; Gardella, Joseph H.; Fisher, Benjamin W.; Curran, F. Chris; Higgins, Ethan M.

doi:10.1007/s10964-021-01459-3

Cited by 29 publications

(24 citation statements)

References 61 publications

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“…The quality of systematic reviews depends on the quality of primary studies. Many previous meta-analyses acknowledge inconsistencies in primary studies' quality as one limitation (e.g., Gerlinger et al, 2021). This study only included RCTs that meet certain standards, such as having equivalence in baseline conditions, low attrition rates, etc.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

Zhang

Wang

Neitzel

2022

J Youth Adolescence

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Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of interventions targeting anxiety or depression using more stringent inclusion criteria (e.g., baseline equivalence, no significant differential attrition) and additional moderators (e.g., sample size and program duration) than previous reviews. This meta-analysis includes 29 studies of 32 programs and 22,420 students (52% female, 79% White). Among these studies, 22 include anxiety outcomes and 24 include depression outcomes. Overall, school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety (ES = 0.24, p = 0.002). Moderator analysis shows that improved outcomes for studies with anxiety outcomes, cognitive behavioral therapy, interventions delivered by clinicians, and secondary school populations. Selection modeling reveals significant publication and outcome selection bias. This meta-analysis suggests school-based mental health programs should strive to adopt cognitive behavioral therapy and deliver through clinicians at the secondary school level where possible.

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Section: Recommendations For Future Researchmentioning

confidence: 99%

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

Zhang

Wang

Neitzel

2022

J Youth Adolescence

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“…Research to date indicates school suspension disproportionately affects students of color and is associated with increased risk of experiencing delinquent outcomes, including self-reported offending and justice system contact (Gerlinger et al, 2021). As compared to their White peers, Black youth are over twice as likely to experience an out-of-school suspension across grade levels (Ryberg et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

The Consequences of School Suspension at Different Developmental Stages: The Relationships Between Age, Race, Suspension, and Justice-Related Outcomes

Novak

2022

Criminal Justice and Behavior

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School suspension is associated with increases in delinquency and arrest and is disproportionality experienced by youth of color. Limited research has examined the outcomes of suspension experienced at different developmental stages. The purpose of this study was to examine the relationships between suspension, delinquency, and arrest, as well as if and how these relationships differed among youth first suspended in childhood and youth first suspended in adolescence and whether suspension experiences differed by race/ethnicity. Results indicated that suspension was more likely to be experienced by Black and Hispanic youth. Results also indicated suspension in adolescence was associated with increases in delinquency, and suspension in childhood and suspension in adolescence were associated with increases in arrest. Suspension in adolescence was associated with increases in delinquency, while suspension in childhood was associated with greater increases in arrest. Results suggest policy makers and practitioners should consider alternatives to suspension to prevent delinquency and arrest.

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“…There is evidence to suggest that, as a result of improvement in student perceptions of the environment and increased social–emotional skills, classroom behavior and instruction can become less disruptive and more positive ( Lacoe and Steinberg, 2018 ; Reaves et al, 2018 ). This is particularly important in light of the finding that exclusionary school discipline rates in the United States are high, with nearly 2.7 million K-12 students received one or more out-of-school suspensions and over 100,000 students expelled ( Gerlinger et al, 2021 ). Disciplinary actions also have been found to be tied to the race of the student, with racially minoritized students disproportionately affected ( Skiba et al, 2011 ; Anyon et al, 2014 ; Anyon et al, 2018 ; Cruz et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Mechanisms for change: A theoretical pathway for a school-wide social–emotional learning initiative in an urban middle school

White

Hatchimonji²,

Vaid³

et al. 2023

Front. Psychol.

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IntroductionInvestment in academic instruction without complementary attention to the social–emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social–emotional learning environment impacting behavioral (discipline) outcomes.MethodsWe tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a pathway for targeted improvement.ResultsPath analysis for each year demonstrated excellent fit [Year 1: χ2(19) = 76.16, CFI = 0.99, RMSEA = 0.05,TLI = 0.98; Year 2: χ2(19) = 70.68, CFI = 0.99, RMSEA = 0.048, TLI = 0.98; Year 3: χ2(19) = 66.59, CFI = 0.99, RMSEA = 0.05, TLI = 0.98] supporting the theoretical model for change. For each year the effect of the SEL Environment construct on discipline was significant, as was the effect of discipline on Academic Performance. Further, the indirect effect of SEL Environment on Academic Performance was significant across all years.DiscussionThe consistency of these relationships supports the proposed logic model as a potential mechanism for change and has the potential to guide interventions for whole school improvement.

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Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis

Cited by 29 publications

References 61 publications

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

The Consequences of School Suspension at Different Developmental Stages: The Relationships Between Age, Race, Suspension, and Justice-Related Outcomes

Mechanisms for change: A theoretical pathway for a school-wide social–emotional learning initiative in an urban middle school

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