Excluding students from school remains a common form of punishment despite growing critique of the practice. A disparate research base has impeded the ability to make broader assessments on the association between exclusionary discipline (i.e., suspensions and expulsions) and subsequent behavior. This article synthesizes existing empirical evidence (274 effect sizes from 40 primary studies) examining the relationship between exclusionary discipline and delinquent outcomes, including school misconduct/infractions, antisocial behavior, involvement with the justice system, and risky behaviors. This meta-analysis identifies exclusionary discipline as an important and meaningful predictor of increased delinquency. Additional examinations of potential moderators, including race/ethnicity and type of exclusion, revealed no significant differences, suggesting the harm associated with exclusions is consistent across subgroups. These findings indicate exclusionary discipline may inadvertently exacerbate rather than mollify delinquent behaviors.

尽管对这种做法的批评越来越多，但将学生拒之门外仍然是一种常见的惩罚形式。不同的研究基础阻碍了对排他性纪律（即停学和开除）与后续行为之间的关联进行更广泛评估的能力。本文综合了现有的实证证据（来自 40 项主要研究的 274 项效应大小），以检验排斥性纪律与违法结果之间的关系，包括学校不当行为/违规、反社会行为、司法系统介入和危险行为。这项荟萃分析将排他性纪律确定为犯罪增加的重要且有意义的预测指标。对潜在主持人的额外检查，包括种族/民族和排斥类型，没有发现显着差异，表明与排除相关的危害在亚组中是一致的。这些发现表明，排他性纪律可能会无意中加剧而不是安抚违法行为。