Exploring the Effect of Expulsion on Student’s Psycho-Social Development
Bibliographic record
Abstract
Expulsion from school is a life changing event and can leave a big scar in students’ lives making them feel lost or miserable. This incident might change the direction of a student’s life and whether the outcome is good or bad, will largely depend on the student. However, without keen intercession especially from parents, this interference in the students' lives might have an unsalvageable effect. This narrative case study aims to find out about an expelled girl’s life once she left her old school where she was expelled from. The intention of this study is to understand how the respondent recognizes and overcomes her negative perception and emotions as an expelled student in the new school in regards to her psychosocial development. Results from the findings using qualitative interviewing, journal writing, and document analysis show four notable areas. The expelled student (1) expresses deep feeling of contrition after expulsion, (2) managed her emotions by surrounding herself in the company of people who gave her moral support like her parents, teachers and friends (3) parents, particularly mother, was the most pivotal in helping through her emotions, (4) feels the expulsion was unfair, but supports zero tolerance policies for serious offenses. This research provides valuable information regarding the expulsion experience of a student and addresses the effect on the student’s psychosocial development. The analysis concludes that expulsion can be coped by the student with proper guidance and leads the expulsion experience in a positive way.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.007 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".