Levels of problem behaviours and risk and protective factors In suspended and non-suspended students

Abstract

External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12–17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

“…In this case, the emphasis of the teachers is exclusively teaching and not behavioral corrections. The inability of teachers in public schools to adequately monitor the students results to absenteeism [124] and truancy [125], which are some of the manifestations of externalizing behaviors. The low motivation of public school teachers is also a contributory factor.…”

Educational and Developmental Psychology: Towards a united profession

“…The journal aims to remain relevant and contemporary to its broad audience and publish research that is practical, pertinent, and cohesive. This is clearly demonstrated in the current issue, Volume 36 -Issue 1 (See Andrews, 2019;Gilmore & Campbell, 2019;Loader, Brouwers, & Burke, 2019;Ratnayake & Hyde, 2019;Quin, 2019). As Gilmore, Fletcher, and Hudson (2013) suggest, a key feature of educational and developmental psychology lies within what distinguishes itself from other specialisations.…”

Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?

“…Since the 1960s, education researchers have repeatedly raised concerns that students from marginalised and minority groups are subject to exclusionary school discipline at rates disproportionate to their representation in the total school population (Dunn, 1968;Waitoller et al, 2010). This is concerning given that there is a host of protective factors associated with being in school and negative outcomes linked to being excluded from the school environment (Quin, 2019). For example, mutually respectful teacher-student relationships and inclusive school cultures are associated with higher student attendance and engagement, and lower problem behaviours (Pyne, 2019;Quin, 2019).…”

“…This is concerning given that there is a host of protective factors associated with being in school and negative outcomes linked to being excluded from the school environment (Quin, 2019). For example, mutually respectful teacher-student relationships and inclusive school cultures are associated with higher student attendance and engagement, and lower problem behaviours (Pyne, 2019;Quin, 2019). Further, effective academic instruction and behaviour support structures protect against the risk of suspension, school failure and early school leaving (Christle et al, 2005).…”