Abstract

The use of suspension practices is extremely widespread but few studies have examined the behavioral and psychological outcomes associated with their application. Using a predominantly Black sample of 788 middle school students from the Midwestern United States, the current study evaluates the relations between in-school suspensions (ISS) and out-of-school suspensions (OSS) received during the course of the school year and student self-efficacy, engagement, prosocial behavior, emotion regulation, concentration, internalizing problems, and disruptive behavior based on student and teacher ratings collected at the end of the school year. Regression models were used to evaluate associations between the total number of ISS and OSS exposures on end of school year outcome measures controlling for beginning of school year measures and demographic characteristics. Results indicated that ISS and OSS are both associated with less prosocial behavior, lower levels of emotion regulation, and a greater extent of disruptive behavior and concentration problems at the end of the school year, even after controlling for these behaviors at the start of the school year. Implications of the potential impacts and distribution of suspension practices are discussed.

Impact StatementWithin a predominantly Black sample of middle school students, in-school and out-of-school suspensions are associated with lower prosocial behavior and emotion regulation, and more concentration problems and disruptive behavior at the end of the school year, even after accounting for ratings on these outcomes from the beginning of the school year.

摘要

暂停做法的使用极为广泛，但很少有研究检查与暂停做法有关的行为和心理结果。本研究主要使用来自美国中西部的788名中学生的黑人样本，评估了在学年期间接受的校内停学（ISS）和校外停学（OSS）与学生之间的关系自我效能感，敬业度，亲社会行为，情绪调节，专注力，内在问题和破坏性行为，这些都是根据学年末收集的学生和老师的评分得出的。回归模型用于评估ISS和OSS暴露总数与学年末结果量度之间的关联，以控制学年量度和人口统计学特征。结果表明，即使在开学后控制了这些行为，ISS和OSS都与较少的亲社会行为，较低的情绪调节水平以及学年末较大程度的破坏性行为和注意力集中问题相关联年。讨论了暂停行为的潜在影响和分布。即使在学年开始时控制了这些行为。讨论了中止行为的潜在影响和分布。即使在学年开始时控制了这些行为。讨论了暂停行为的潜在影响和分布。

影响陈述在一个以黑人为主的中学生样本中，在校和在校外的停学与较低的亲社会行为和情绪调节，甚至在学年结束时甚至在学年结束时的集中度问题和破坏性行为有关。从学年开始就对这些结果进行评分。