Objectives

This meta-analysis summarizes recent experimental evidence on school-based interventions designed to reduce student suspensions and arrests.

Methods

Eligible studies included randomized controlled trials from 2008 to 2019 with at least 100 students and an official measure of either suspension or arrest. Fourteen studies were found, resulting in 12 suspension effects and 6 arrest effects.

Results

Overall, interventions showed small but not statistically significant reductions in arrests and suspensions. The weighted mean of the arrest effects was Cohen's d = −0.013 (p = .093) and the weighted mean of the suspension effects was d = −0.033 (p = .215). Suspension effects differed by intervention characteristics: well-implemented interventions demonstrated significant reductions in student suspensions (d = −0.11, p < .001) but interventions with explicit implementation problems did not (d = 0.047, p = .084). Interventions in high schools reduced suspensions significantly (d = −0.137, p = .003) whereas elementary school interventions did not (d = −0.021, p = .251).

Conclusions

Well-implemented school-based interventions may reduce suspensions by building positive environments and providing supports for students. More research should be done to identify ways in which these and other programs can best be implemented to reduce suspensions and arrests.

中文翻译：

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基于学校的干预措施以减少停职和逮捕：一项荟萃分析

目标

这项荟萃分析总结了有关学校干预措施的最新实验证据，这些措施旨在减少学生的停学和逮捕。

方法

符合条件的研究包括从2008年到2019年的至少100名学生的随机对照试验，以及对中止或逮捕的正式措施。发现十四项研究，导致12项悬浮效应和6项逮捕效应。

结果

总体而言，干预措施显示逮捕和停职人数减少的幅度很小，但没有统计学意义。阻滞作用的加权平均值为Cohen d  = -0.013（p  = .093），悬浮作用的加权平均值为d  = -0.033（p  = .215）。悬浮效果因干预特征而异：实施得当的干预表现出学生停学的明显减少（d  = -0.11，p  <.001），但存在明显实施问题的干预则没有（d  = 0.047，p  = .084）。在高中阶段的干预显着减少了停学（d  = −0.137，p = .003），而小学干预则没有（d  = −0.021，p  = .251）。

结论

实施良好的基于​​学校的干预措施可以通过营造积极的环境并为学生提供支持来减少停课。应该做更多的研究，以确定可以最好地实施这些计划和其他计划以减少停职和逮捕的方式。