"I Think the Teachers Should Really Connect More With the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled
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View abstract on PubMed
Summary
This summary is machine-generated.Students excluded from school face significant adversities. Addressing unacknowledged impacts, fear, and resource disparities is crucial for fostering connection and supportive educational environments.
Area Of Science
- Educational Psychology
- Sociology of Education
- Social Work
Background
- Disciplinary exclusion disproportionately affects marginalized students.
- Students face multifaceted adversities including violence, racism, and inequity.
- Understanding student experiences is vital for effective intervention.
Purpose Of The Study
- To explore the lived experiences of students subjected to disciplinary exclusion.
- To identify barriers to connection for excluded students.
- To inform trauma-informed, culturally attuned educational practices.
Main Methods
- Constructivist grounded theory approach.
- Qualitative data collection from 15 students and 16 multidisciplinary staff in Ontario.
- Thematic analysis to identify patterns in student experiences.
Main Results
- Students reported high rates of adversity, including school violence and systemic racism.
- Three key themes blocked connection: unacknowledged adversity impact, fear climate, and resource disparities.
- Connection is paramount but hindered by systemic and environmental factors.
Conclusions
- Trauma-informed, culturally attuned approaches are essential for supporting excluded students.
- Interventions must address the ongoing impact of adversity and discipline.
- Focusing on connection requires systemic changes within the educational environment.
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