Brigham Young University, United States.
Brigham Young University, United States.
Soc Sci Res. 2022 Jan;101:102621. doi: 10.1016/j.ssresearch.2021.102621. Epub 2021 Jul 30.
The use of school suspension and expulsion is a widespread phenomenon in American schools (Wallace et al., 2009; Owens and McLanahan, 2020). Yet, much of what we know about these exclusionary practices provide little insight into the personal biographies of the students themselves-specifically their histories of childhood trauma. Using measures of adverse childhood experiences (ACEs), we examine the link between early ACEs (up to age 5) and school suspension/expulsion using the Fragile Families and Child Wellbeing Study (1998-2010) (FFCWS). We find that a child with a cumulative ACE score are almost four times more likely to have been suspended or expelled. Importantly, this negative link persists even when accounting for factors known to be associated with ACEs and school discipline. This work offers new theoretical insight into how we understand discipline in school contexts and suggests the importance of trauma-informed interventions in the American education system.
在美国学校中，学校停学和开除是一种普遍现象（Wallace 等人，2009 年；Owens 和 McLanahan，2020 年）。然而，我们对这些排斥性做法的了解大多无法深入了解学生自身的个人背景，特别是他们童年创伤的历史。我们使用不良儿童经历（ACE）的衡量标准，使用脆弱家庭和儿童福利研究（1998-2010 年）（FFCWS）来检查早期 ACE（到 5 岁）与学校停学/开除之间的联系。我们发现，累积 ACE 评分的孩子被停学或开除的可能性几乎高出四倍。重要的是，即使考虑到已知与 ACE 和学校纪律相关的因素，这种负面联系仍然存在。这项工作为我们理解学校背景下的纪律提供了新的理论见解，并表明在美国家庭教育系统中实施以创伤为中心的干预措施的重要性。
