Considering Schools as Tools for Intervention: A Genetically Sensitive, Multilevel Analysis of The Relationship Between ADHD and Suspension/Expulsion

• In Event: Findings From the University of Cincinnati’s Crime and Sociogenomics Throughout the Life course (CASTLE) Lab

Abstract

Previous research has demonstrated a robust link between ADHD symptoms/diagnosis and the risk of receiving school punishment. In addition, school discipline has been shown to have long-term impacts on youth development and later-in-life outcomes. There is also research indicating that there is genetic risk for exhibiting symptoms of ADHD as well. However, few studies have investigated whether genetic risk for ADHD is linked to the risk of receiving school punishment and if schools vary in their ability to address problem behaviors related to ADHD. The current study posits that disciplinary practices vary across schools and that certain schools will be more punitive towards the behaviors associated with ADHD than others. To investigate this possibility, we combine polygenic score analysis with multilevel modeling techniques to explore the ADHD-discipline relationship.

Authors

• Rachel M. Kail, University of Cincinnati

• Roderick L. Pearson, University of Cincinnati

• Francesco P. DiRienzo, University of Cincinnati

• Tom Moglovkin, University of Cincinnati

• Hexuan Liu, University of Cincinnati

• Ryan T. Motz, University of Cincinnati

• Peter T. Tanksley, ALERRT Center, Texas State University

• J.C. Barnes, University of Cincinnati