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.

中文翻译：

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停学和非停学学生的问题行为水平和风险和保护因素

在传统的英语国家，校外停学是一种常见的纪律处分做法。很少有研究寻求学生对学校停课的看法，以及问题行为和情绪问题的衡量标准，以及影响反社会行为发展的已知因素，以检查这些变量之间的关联。来自澳大利亚南部五所学校的三百零四名 12-17 岁的青少年完成了一份自我报告问卷，其中询问了行为和心理健康问题，以及已知与停学相关的风险和保护因素。74 名参与者之前至少曾被停学一次。之前被停职与更严重的问题行为和情绪、家庭管理不善、学校承诺低，支持性教师关系减少，以及与反社会同龄人的互动。停学似乎可能适用于缺乏自我调节课堂行为和情绪问题能力的学生。通过将学生排除在学校之外，减少学校保护因素和增加对已知风险因素的暴露可能会加剧先前存在的行为问题。最有可能被停学的青少年将从替代学校行为管理政策和程序中受益，这些政策和程序将学校作为保护因素。通过将学生排除在学校之外，减少学校保护因素和增加对已知风险因素的暴露可能会加剧先前存在的行为问题。最有可能被停学的青少年将从替代学校行为管理政策和程序中受益，这些政策和程序将学校作为保护因素。通过将学生排除在学校之外，减少学校保护因素和增加对已知风险因素的暴露可能会加剧先前存在的行为问题。最有可能被停学的青少年将从替代学校行为管理政策和程序中受益，这些政策和程序将学校作为保护因素。