ABSTRACT

Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9^th grade students from one high school in one American Midwestern state, trends in ODRs were analysed in relation to students’ and teachers’ ratings of students’ social, emotional, and behavioural needs. During a typical school day, ODRs steadily increased in the first two hours of the day, then stabilised between 10am and 2pm. ODRs also peaked on Wednesdays and in November, February, and April. Analyses comparing students without any ODRs to those referred once and two times or more showed that students’ self-rating of their positive social skills and teacher rating of problem behaviours were associated with lower likelihood of having an ODR. Implications for school supports to improve student experience during the first year of high school are discussed.

摘要

尽管研究表明它们会降低毕业率，但对学生高中第一年的办公室纪律推荐 (ODR) 的研究尚未充分。基于 9^日的两个队列针对美国中西部一州一所高中的年级学生，根据学生和教师对学生社交、情感和行为需求的评分，分析了 ODR 的趋势。在一个典型的上课日，ODR 在一天的前两个小时稳步增加，然后在上午 10 点到下午 2 点之间稳定下来。ODR 也在周三和 11 月、2 月和 4 月达到顶峰。将没有任何 ODR 的学生与被转介一次和两次或更多次的学生进行比较的分析表明，学生对其积极社交技能的自我评价和教师对问题行为的评价与较低的 ODR 可能性相关。讨论了学校支持以改善高中第一年学生体验的影响。