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School-Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review.

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School-based interventions modestly reduce school exclusions, with in-school exclusion showing the most potential for reduction. Impacts on other behavioral outcomes like conduct problems and substance use remain limited.

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Area of Science:

  • Educational Psychology
  • Public Health
  • Criminology

Background:

  • School exclusion, or suspension, is a disciplinary measure linked to negative developmental outcomes.
  • Existing school-based interventions aim to reduce exclusion rates, but their effectiveness is inconclusive.
  • This study updates a previous systematic review by extending the evidence base to 2022.

Purpose of the Study:

  • To assess the effectiveness of school-based interventions in reducing disciplinary exclusions.
  • To examine the impact of these interventions on related behavioral outcomes: conduct problems, delinquency, and substance use.
  • To explore implementation barriers and facilitators through qualitative synthesis.

Main Methods:

  • A mixed-methods systematic review and multi-level meta-analysis of quantitative studies (1980-2022) and qualitative process evaluations (UK-based).
  • Meta-analysis included 32 studies with 2765 effect sizes from 67 primary evaluations (approx. 394,242 students) using multilevel random-effects models.
  • Qualitative synthesis analyzed 9 UK-based process evaluations focusing on stakeholder perceptions of implementation.

Main Results:

  • School-based interventions showed a small but statistically significant reduction in school exclusion (SMD = 0.104, p < 0.001).
  • In-school exclusion demonstrated greater potential for reduction compared to permanent exclusions or out-of-school suspensions.
  • Effects on conduct problems, delinquency, and substance use were negligible or not statistically significant.

Conclusions:

  • School-based interventions can modestly reduce school exclusions, particularly in-school exclusions.
  • Implementation is facilitated by flexible, collaborative, consistent interventions with strong staff buy-in and perceived effectiveness.
  • Targeted, context-sensitive interventions with robust implementation strategies are crucial for sustained reductions in school exclusion.