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Pushed Out and Drawn In: Exclusionary Discipline, Mental Health, and Protective Factors Among Youth in Public Schools
Ist Teil von
The Journal of school health, 2024-02, Vol.94 (2), p.128-137
Ort / Verlag
Malden, USA: Wiley Periodicals, Inc
Erscheinungsjahr
2024
Quelle
Wiley Online Library Journals Frontfile Complete
Beschreibungen/Notizen
ABSTRACT
Background
Exclusionary discipline (ED) has long been an educational equity concern, but its relationship with student health and protective factors is less understood.
Methods
Using population‐based public school student data (N = 82,216), we examined associations between past‐month ED and positive depression and anxiety screening instrument results. We also assessed whether each of 9 potential protective factors moderated the ED‐mental health relationship by testing interaction effects.
Results
Over 1 in 10 youth experienced past‐month ED, with variation by sex, gender identity, special education status, poverty, region, race/ethnicity, and adverse childhood experiences. Net of sociodemographic factors, youth who experienced ED had higher likelihood for current depression (adjusted odds ratio [AOR]: 1.64, 95% confidence interval [CI]: 1.55, 1.73) and anxiety (AOR: 1.49, 95% CI: 1.41, 1.58) symptoms. Significant associations were robust across 5 racial/ethnic groups, except for anxiety among American Indian/Alaska Native youth. Individual, interpersonal, and school‐level protective factors appeared to mitigate depression and anxiety regardless of disciplinary experience.
Implications for School Health Policy, Practice, and Equity
Our findings document ED disproportionality and possible ramifications for emotional well‐being.
Conclusions
In concert with structural efforts to reduce reliance on ED, strategies that bolster protective factors may support youth already impacted by ED and/or mental health problems.