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Restrictive educational placements increase adolescent risks for students with early-starting conduct problems.

Christopher J Powers1, Karen L Bierman2, Donna L Coffman3

  • 1University Neuropsychiatric Institute, University of Utah, Salt Lake City, UT, USA.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|December 15, 2015
PubMed
Summary

Restrictive educational placements in secondary school harm students with early conduct problems, increasing high school noncompletion and conduct disorder severity. Schools should seek alternatives, especially for those without cognitive impairments.

Keywords:
Aggressionadolescent maladjustmentspecial education

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Child Psychiatry

Background:

  • Early-onset conduct problems are linked to poor academic outcomes and restrictive educational placements.
  • Restrictive placements, while intended to help, may worsen maladjustment in youth with conduct issues.
  • Existing research on this topic is limited by mixed findings, small samples, and design flaws.

Purpose of the Study:

  • To investigate the longitudinal impact of restrictive educational placements on adolescent outcomes.
  • To examine how the timing of restrictive placement (elementary vs. secondary school) affects outcomes.
  • To assess if initial problem severity moderates the effects of restrictive placements.

Main Methods:

  • Longitudinal study of 861 students with early conduct problems, followed from kindergarten.
  • Utilized causal modeling with propensity scores to control for confounding variables.
  • Analyzed outcomes including high school noncompletion, conduct disorder, and depressive symptoms.

Main Results:

  • Restrictive placement in secondary school, but not elementary school, was iatrogenic.
  • Secondary restrictive placements increased the risk of high school noncompletion and conduct disorder severity.
  • Negative impacts were more pronounced in students with less severe cognitive impairment.

Conclusions:

  • Schools must develop alternatives to secondary restrictive placements for students with conduct problems.
  • This is particularly crucial for students without cognitive impairments that might necessitate specialized support.
  • Avoiding harmful educational practices is essential for student well-being and societal benefit.