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Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis
Julie Gerlinger1, Samantha Viano2, Joseph H Gardella3
1Department of Sociology, University of Oklahoma, 780 Van Vleet Oval, Kaufman Hall, Norman, OK, 73019-2033, USA. jgerlinger@ou.edu.
Journal of Youth and Adolescence
|June 12, 2021
Summary
Excluding students from school, such as through suspensions and expulsions, predicts increased delinquency. This practice may worsen student behavior rather than improve it, regardless of race or exclusion type.
Area of Science:
- Educational Psychology
- Criminology
- Developmental Psychology
Background:
- Exclusionary discipline (suspensions, expulsions) is a common but criticized school punishment.
- Existing research on its link to behavior is fragmented, hindering comprehensive analysis.
- Understanding this association is crucial for effective student behavior management.
Purpose of the Study:
- To synthesize empirical evidence on the relationship between exclusionary discipline and delinquent outcomes.
- To assess if race/ethnicity or exclusion type moderate this relationship.
Main Methods:
- Conducted a meta-analysis of 40 primary studies.
- Synthesized 274 effect sizes examining exclusionary discipline and various delinquent outcomes.
- Analyzed potential moderators including race/ethnicity and type of exclusion.
Main Results:
- Exclusionary discipline is a significant predictor of increased delinquency.
- Delinquent outcomes include school misconduct, antisocial behavior, justice system involvement, and risky behaviors.
- No significant differences were found based on race/ethnicity or type of exclusion.
Conclusions:
- School exclusions are linked to heightened student delinquency.
- The negative impact of exclusionary discipline is consistent across demographic subgroups.
- Exclusionary practices may inadvertently escalate, rather than reduce, problem behaviors.
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