Examining the Relationship Between Suspension, Prosocial Behaviors and Student/Teacher Relationships

• In Event: Structural and Climate Predictors of School Discipline

Abstract

​Research has examined the role of disciplinary actions in schools in relation to negative behaviors from students (Losen, D. 2015, Horner et al., 2009). However, few studies examine the interaction of prosocial behaviors as an outcome following suspension. Recent research indicates further insight is necessary to expose outcome variables (e.g. delinquency as a possible outcome of suspension) and potential effects. Grounded in a similar theoretical orientation, this research intends to examine the relationship between delinquency, suspension, and prosocial behaviors among students while examining possible interaction effects among teacher/student relationships. The effect of student/ teacher relationships may differ depending on the presence and level of militarization in the school environment. School militarization is a relatively new phenomenon, as such, inductive reasoning and an exploratory analysis will guide, shape and conceptualize school militarization throughout the research process. A fruitful analysis will offer insight highlighting the effects of militarization and subsequent prosocial behaviors.


The data for this study will use the Educational Longitudinal Study of 2002, utilizing questionnaires from a base year and a follow up study on student questionnaires, teacher questionnaires and a school administrator questionnaire

Authors

• Emily Hayden, University of Louisville

• Benjamin W. Fisher, University of Louisville

• Kyra Fritz, University of Louisville