| Owner: |
Mary Cunningham
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| Owner Email: |
mcunni23@jhu.edu
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| Paper Title: |
Understanding the Association Between Special Education and Suspension Through School Belonging and Engagement
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| Session Title: |
School Safety and Discipline: Novel Research Findings
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| Paper Type: |
Paper
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| Presentation Date: |
4/13/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
School Culture, Special Education
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| Methodology: |
Quantitative
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| Author(s): |
Mary Cunningham, Johns Hopkins University; Logan McDermott, Johns Hopkins University; Rebecca A. Cruz, Johns Hopkins University
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| Unit: |
SIG-School Community, Climate, and Culture
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| Abstract: |
Students with disabilities are disproportionately subjected to exclusionary discipline compared to their non-disabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline. Using data from the High School Longitudinal Study, we examine the relationship between special education and in-school suspension (ISS), including how school belonging and engagement might change this relationship. As expected, we found higher levels of school belonging and engagement among students with fewer suspensions. When special education was considered, we found that higher levels of school engagement were associated with fewer suspensions for all students. However, higher levels of school belonging were associated with more suspensions for special education students and the inverse was true for non-special education students.
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| DOI: |
https://doi.org/10.3102/2014741
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