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Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States

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  • Hemphill, Sheryl A.
  • Plenty, Stephanie M.
  • Herrenkohl, Todd I.
  • Toumbourou, John W.
  • Catalano, Richard F.

Abstract

One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.

Suggested Citation

  • Hemphill, Sheryl A. & Plenty, Stephanie M. & Herrenkohl, Todd I. & Toumbourou, John W. & Catalano, Richard F., 2014. "Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States," Children and Youth Services Review, Elsevier, vol. 36(C), pages 187-194.
    • Handle: RePEc:eee:cysrev:v:36:y:2014:i:c:p:187-194
    DOI: 10.1016/j.childyouth.2013.11.022
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    References listed on IDEAS

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    1. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
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    Cited by:

    1. Jabbari, Jason & Johnson, Odis, 2020. "Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks," Children and Youth Services Review, Elsevier, vol. 109(C).
    2. Klein, Markus & Sosu, Edward M. & Dare, Shadrach, 2020. "Mapping inequalities in school attendance: The relationship between dimensions of socioeconomic status and forms of school absence," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Charles Crawford & Ronald Burns, 2020. "Support or Punishment Practices: What Works to Reduce School Violence," Social Sciences, MDPI, vol. 9(12), pages 1-14, November.
    4. Yang, Mi-Youn & Harmeyer, Erin & Chen, Zibei & Lofaso, Blaine Masinter, 2018. "Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis," Children and Youth Services Review, Elsevier, vol. 93(C), pages 331-338.
    5. Huang, Francis L. & Cornell, Dewey G., 2017. "Student attitudes and behaviors as explanations for the Black-White suspension gap," Children and Youth Services Review, Elsevier, vol. 73(C), pages 298-308.
    6. Folorunso Obayemi Temitope Obasuyi & Rajah Rasiah & Santha Chenayah, 2020. "Identification of Measurement Variables for Understanding Vulnerability to Education Inequality in Developing Countries: A Conceptual Article," SAGE Open, , vol. 10(2), pages 21582440209, May.
    7. Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
    8. Kothari, Brianne H. & Godlewski, Bethany & McBeath, Bowen & McGee, Marjorie & Waid, Jeff & Lipscomb, Shannon & Bank, Lew, 2018. "A longitudinal analysis of school discipline events among youth in foster care," Children and Youth Services Review, Elsevier, vol. 93(C), pages 117-125.
    9. Mizel, Matthew L. & Miles, Jeremy N.V. & Pedersen, Eric R. & Tucker, Joan S. & Ewing, Brett A. & D'Amico, Elizabeth J., 2016. "To educate or to incarcerate: Factors in disproportionality in school discipline," Children and Youth Services Review, Elsevier, vol. 70(C), pages 102-111.

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