Experiences of Students Who Have Been Suspended or Expelled from School
Notice bibliographique
Résumé
Background Violence and adversity disproportionately affect students who are Black or Indigenous, come from lower socioeconomic (SES) communities and those with special education needs. These same populations are disproportionately suspended and expelled (disciplinary exclusion). The role of adversity in disciplinary exclusion, however, is rarely explicitly considered. It is difficult to understand students’ and their behaviours, however, if adversity is unacknowledged. Methods This three-paper dissertation presents a constructivist grounded theory analysis of 31 semi-structured interviews with students who have been suspended or expelled (n=15) and the multidisciplinary staff who support them (n=16), in two urban and suburban school boards in Ontario, Canada. The purpose of this study was to understand the experiences of students who have been suspended or expelled. The following research questions were addressed: 1) What are the experiences of students who have been suspended or expelled leading up to and including expulsion? 2) What factors do participants (staff and students) feel contributes to a suspension or expulsion?; and 3) What systemic factors (school, community, family) have positively or negatively influenced students’ personal and academic success? Student participants ranged in age from 14 to 19. Most students in the sample were male (n=11), Black (n=10), or identified as having special education needs (n=9). Results Students in this study had experienced multiple and diverse forms of adversity, including conventionally defined adverse childhood experiences (ACEs), as well as systemic racism and inequality, and community and school violence. All students noted the importance of connection with school staff however, an interactive social process emerged within which three identified factors (bias, coping behaviours and limited resources) blocked this connection. Implications The findings call into focus the role of disproportionate exposure to adversity for students who are suspended and expelled. These findings are consistent with recommendations to expand conventional ACEs. The emergent interactive social process is influenced by disproportionate exposure to adversity, which may be unacknowledged as traumatic among students who are suspended or expelled. When expanded forms adversity are unacknowledged student experiences and the ways they are coping can be misunderstood. Policy, practice and research must reflect trauma-informed, relationship-based and culturally aware/responsive strategies.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,062 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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