Despite its widespread use, school suspension is related to negative outcomes in adolescence, including delinquency and low academic attainment. However, it remains less clear how other sources of adversity affect the relationship between suspension and negative outcomes. Drawing on longitudinal data on a sample of at-risk youth, this study examines the roles of two sources of disadvantage—being a racial minority and experiencing high levels of adverse childhood experiences (ACEs)—in the relationships between school suspension in childhood and arrest and high school dropout in adolescence. Results reveal that suspension increased odds of dropout and arrest regardless of race, even after accounting for high ACEs and other covariates. Among Black youth only, the impact of suspension on dropout was amplified for those with high ACE exposure. Findings shed light on the complex connections between sources of adversity and their relation to negative outcomes in adolescence.

尽管它被广泛使用，但学校停学与青春期的负面结果有关，包括犯罪和低学业成绩。然而，尚不清楚其他逆境来源如何影响停学和负面结果之间的关系。本研究利用高危青年样本的纵向数据，研究了两种不利因素——作为少数族裔和经历高水平的不良童年经历 (ACE)——在儿童期停学与被捕之间的关系中的作用和高中辍学。结果显示，无论种族如何，停赛都会增加辍学和被捕的几率，即使在考虑了高 ACE 和其他协变量之后也是如此。仅在黑人青年中，停学对辍学的影响对于那些高 ACE 暴露的人来说被放大了。