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 Statement

Within 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

悬挂练习的使用极为广泛，但很少有研究检查与其应用相关的行为和心理结果。本研究使用来自美国中西部的 788 名中学生的主要黑人样本，评估了在学年和学生期间收到的校内停学 (ISS) 和校外停学 (OSS) 之间的关系自我效能感、参与度、亲社会行为、情绪调节、注意力、内化问题和破坏性行为，基于学年末收集的学生和教师评分。回归模型用于评估 ISS 和 OSS 暴露总数与控制学年开始测量和人口特征的学年结束结果测量之间的关联。结果表明，ISS 和 OSS 在学年末都与较少的亲社会行为、较低的情绪调节水平以及较大程度的破坏性行为和注意力集中问题有关，即使在开学时控制了这些行为之后也是如此年。讨论了暂停做法的潜在影响和分布的影响。即使在学年开始时控制了这些行为。讨论了暂停做法的潜在影响和分布的影响。即使在学年开始时控制了这些行为。讨论了暂停做法的潜在影响和分布的影响。

影响声明

在以黑人为主的中学生样本中，校内和校外停学与较低的亲社会行为和情绪调节、学年末注意力集中问题和破坏性行为有关，即使在考虑了收视率之后这些结果从学年开始。