Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Academic Achievement Gaps (Table 28)

Abstract

Despite the extensive literature on the rate and impact of trauma/adversity for students generally, individuals in carceral systems, and those within mental health systems, there is little study of school discipline and adversity/trauma. The objectives of this scoping review are to understand the current state of the literature on school discipline and adversity or trauma, to identify what is already known, any gaps in our understanding, and how trauma/adversity is theorized within school discipline. Without a solid empirical foundation specific to adversity and school discipline, educators are unable to make evidence informed practice and policy decisions. Moreover, when educators are not attuned to adversity among students who are disciplined, it is not possible to understand and support them.

Authors

• Jane Elizabeth Sanders, King's University College

• Andrea A. Joseph, University of Tennessee

• Michael Massey, Catholic University of America

• Emma Swiatek, King's University College

• Elo Igor, Ontario Ministry of education