Understanding the Association Between Special Education and Suspension Through School Belonging and Engagement

• In Event: School Safety and Discipline: Novel Research Findings

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.

Authors

• Mary Cunningham, Johns Hopkins University
  Presenting Author

• Logan McDermott, Johns Hopkins University
  Presenting Author

• Rebecca A. Cruz, Johns Hopkins University
  Presenting Author