AI Article Synopsis
- The study aimed to explore the experiences of students who have faced disciplinary exclusion in Ontario, involving 15 students and 16 staff members.
- These students reported facing significant challenges, including violence, systemic racism, and inequities, which impacted their school experience.
- The research identified three main barriers to connection: unrecognized adversity, a fearful school environment, and insufficient resources, emphasizing the need for trauma-informed and culturally sensitive support approaches.
Article Abstract
The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, = 11; Black, = 10; having special education needs, = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11402595 | PMC |
| http://dx.doi.org/10.1177/0044118X231226396 | DOI Listing |
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