Pushed Out and Drawn In

Exclusionary Discipline, Mental Health, and Protective Factors Among Youth in Public Schools

Dados Bibliográficos

ID21354404
AutoresMarvin So (0000-0002-3639-0472, LifeLong Medical Care, William Jenkins Health Center Richmond CA, autor correspondente), Rebecca Freese (0000-0001-9477-4231, Clinical and Translational Science Institute University of Minnesota Minneapolis MN USA), Rebecca L Freese (Clinical and Translational Science Institute University of Minnesota Minneapolis MN USA), Aaron J Barnes (0000-0002-9205-5046, University of Minnesota Medical Center), Andrew J Barnes (0000-0002-0357-3934, Department of Pediatrics University of Minnesota Medical School Minneapolis MN USA)
Ano2024
Volume94
Fascículo2
Páginas128-137
Data de publicação2024-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of School Health (JOURNAL)
Identificadores do periódicoISSN: 0022-4391 • E-ISSN: 1746-1561
EditoraWiley (PUBLISHER • GB)
DOI10.1111/josh.13405
PMID37867252
OpenAlexW4387865475
IdiomaEN
Citações recebidas8
Referências citadas36

BACKGROUND: Exclusionary discipline (ED) has long been an educational equity concern, but its relationship with student health and protective factors is less understood. METHODS: Using population-based public school student data (N = 82,216), we examined associations between past-month ED and positive depression and anxiety screening instrument results. We also assessed whether each of 9 potential protective factors moderated the ED-mental health relationship by testing interaction effects. RESULTS: Over 1 in 10 youth experienced past-month ED, with variation by sex, gender identity, special education status, poverty, region, race/ethnicity, and adverse childhood experiences. Net of sociodemographic factors, youth who experienced ED had higher likelihood for current depression (adjusted odds ratio [AOR]: 1.64, 95% confidence interval [CI]: 1.55, 1.73) and anxiety (AOR: 1.49, 95% CI: 1.41, 1.58) symptoms. Significant associations were robust across 5 racial/ethnic groups, except for anxiety among American Indian/Alaska Native youth. Individual, interpersonal, and school-level protective factors appeared to mitigate depression and anxiety regardless of disciplinary experience. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Our findings document ED disproportionality and possible ramifications for emotional well-being. CONCLUSIONS: In concert with structural efforts to reduce reliance on ED, strategies that bolster protective factors may support youth already impacted by ED and/or mental health problems.

Anxiety · Environmental health · Ethnic group · Health equity · Mental health · Odds ratio · Political science · Population · Psychiatry · Public health · Bullying, Victimization, and Aggression · Clinical Psychology · Demography · Early Childhood Education and Development · Education Discipline and Inequality · Medicine · Psychology