The Consequences of School Dropout among Serious Adolescent Offenders

Na, Chongmin

doi:10.1177/0022427816664118

Cited by 27 publications

(29 citation statements)

References 51 publications

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“…An important result of this study is the link between the reasons for dropping out and delinquency. A few studies have examined the effect of the reasons for leaving school on delinquency ( Laub and Sampson, 2003 ; Na, 2017 ). According to the results of this study, it is estimated that students who leave school for personal reasons (e.g., general education development test) are unlikely to become delinquents when compared to students who leave school for academic reasons.…”

Section: Discussionmentioning

confidence: 99%

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Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Bae

2020

Front. Psychol.

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Purpose: The purpose of this study was to verify the long-term effect of adverse childhood experiences (ACEs), school disengagement, and the reasons for leaving school on adolescent delinquency while adjusting for sex.Methods: Data were collected from 663 teenagers [male 368, female 295; mean age = 16.81 (SD = 1.10); age range = 13–19 years] through a Longitudinal Survey and Support Plan for Dropouts.Results: Multivariate latent growth modeling (LGM) demonstrated that ACEs and school disengagement are positively associated with delinquency and the mediating effect of school disengagement on association between ACEs and delinquency was verified. Teenagers who quit school for personal reasons reported fewer instances of delinquent behavior than adolescents who left because of school reasons.Conclusion: This study suggests that researchers and teachers need to consider ACEs and school disengagement as a warning index for delinquency with school dropout. In addition, the reason for leaving school should be considered to clarify the effect of school dropout on delinquency in adolescents who dropout.

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Section: Discussionmentioning

confidence: 99%

“…Meanwhile, life-course perspective analyzes human behavior within structural, social, and cultural contexts. Based on the theory, school dropout might lead to delinquency, and the effect of school dropout on delinquency may vary depending on the reason and circumstances of dropping out ( Sweeten et al, 2009 ; Na, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Bae

2020

Front. Psychol.

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“…The link between educational level and criminal offending in adolescents has been well established. Although there is general consensus that numerous risk factors (individual, family, peers, school, and neighborhood) all contribute cumulatively to criminal behavior (Wasserman et al, 2003), school achievement (usually indicated by factors such as poor school performance, low academic aspirations, peer rejection, and poor bonding to school) is particularly influential (Agnew, 2015; Katsiyannis, Ryan, Zhang, & Spann, 2008; Lynam, Moffitt, & Stouthamer-Loeber, 1993; Na, 2017). The characteristics of youth in juvenile justice residential placement bear witness to the link between school adjustment and serious or persistent criminal offending.…”

Section: Education Employment and Juvenile Justice Involvementmentioning

confidence: 99%

Educational and Employment Patterns in Serious Adolescent Offenders With Mental Health Disorders: The Importance of Educational Attainment

Schubert¹,

Mulvey

Hawes

et al. 2018

Criminal Justice and Behavior

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This study examines employment and educational outcomes for justice-involved adolescents with and without mental health disorders in the Pathways to Desistance study. We examine the patterns of education and employment and the effects of several factors, including the presence of a mental health disorder, on these positive outcomes. Three findings emerge: (a) youth with mental health problems have a relatively high number of other criminogenic risk factors, (b) education and employment patterns do not differ by disorder status, and (c) the presence of a mental health disorder is not independently linked to poorer employment outcomes, but educational achievement is. These analyses provide information needed to target services for these adolescents in the juvenile justice system, who are at high risk for poor educational and employment outcomes. Results indicate a need for increased emphasis on higher levels of academic attainment as a way to promote positive employment outcomes in these youth.

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“…Dropouts are less likely to find employment and are more likely to end up earning lower wages. There is also evidence that school dropout is a predictor of delinquency, violence and drug use during adolescence and early adulthood ( Henry et al, 2012 ; Na, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

et al. 2017

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School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students’ individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students’ subjective experience and school achievement and performance, and reduce the probability of school failure and dropout.

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The Consequences of School Dropout among Serious Adolescent Offenders

Cited by 27 publications

References 51 publications

Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Long-Term Effect of Adverse Childhood Experiences, School Disengagement, and Reasons for Leaving School on Delinquency in Adolescents Who Dropout

Educational and Employment Patterns in Serious Adolescent Offenders With Mental Health Disorders: The Importance of Educational Attainment

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

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