The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline—especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions—is a known threat to suspended students’ academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates’ academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (N-student = 558; N-classroom = 41; M_age = 12.83; age range = 10–16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (N-student = 1,302; N-classroom = 64; M_age = 13.00; age range = 10–16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices.

中文翻译：

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有没有人从排他性纪律中受益？对轻微违规停学与青少年学业成绩之间直接和间接联系的探索。

排他性纪律的预期目的是通过消除破坏性学生来改善学习环境；然而，新出现的证据表明，这些做法可能会产生相反的效果。排他性纪律——特别是使用停学作为对轻微的、发展规范行为违规行为的惩罚的政策——是对停学学生学业成绩的已知威胁，但很少有人研究这些停学是否以及如何间接影响非停学同学的学业成绩。本文使用两项研究的方法来检查将轻微违规停学与科学教育成果联系起来的机制（N-学生 = 558；N-教室 = 41；M_年龄= 12.83; 年龄范围 = 10–16；40% 黑人，55% 白人，5% 其他种族；51% 女孩；62% 的人有资格享受免费/低价午餐）和数学（N-学生 = 1,302；N-教室 = 64；M_年龄= 13.00; 年龄范围 = 10–16；41% 黑人，53% 白人，6% 其他种族；50% 女孩；64% 有资格在停学和未停学的学生中免费/减价午餐）教室。结果显示，因轻微违规而被停学的学生更有可能在两项研究中取得较差的学业成绩。在更频繁地使用轻微违规停课的教室中，学生的学业成绩较低，学生参与部分地调节了这种关系。这些结果增加了越来越多的学校纪律文献，这些文献主张用更具发展响应性的政策和做法取代排他性纪律。