Abstract
ABSTRACTAlthough the relationship between parental and teachers’ roles and exclusionary discipline practices (EDP) seems intuitive, the link has rarely been supported in school disciplinary literature. This current study tested whether delinquency prevention programs can be directly effective in reducing adolescent delinquency, considering the medium of student’s trust in teachers and parental contact with school. In detail, this study attempted to answer two questions: ‘Do current delinquency prevention programs decrease EDP?’ and ‘Do student–teacher trust and parental contact with school mediate the effectiveness of prevention programs on suspensions?’ Using the techniques of propensity score matching and structural equation modeling, we found that student trust in teachers is a relevant and valid construct and statistically significant mediator on suspensions. The authors suggested some considerations to use student trust in teachers and parental contact with school more effectively as policy tools in disciplinary practices.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
