Abstract
School-based interventions for reducing disciplinary school exclusion: a systematic review.
Highlights
Schools are important institutions of formal social control (Maimon, Antonaccio, & French, 2012)
Interventions settled in school can produce a small and significant drop in exclusion rates (SMD=.30; 95% CI .20 to .41; p
The findings suggest that African-American students were 31% more likely to be removed from classrooms compared to White and Hispanic students
Summary
Schools are important institutions of formal social control (Maimon, Antonaccio, & French, 2012). They are, apart from families, the primary social system in which individuals are socialised to follow specific codes of conduct. Violating these codes of conduct may result in some form of punishment. Discipline problems are frequent in schools and they may have a harmful effect on pupils’ learning outcomes. The PISA 2009 report (OECD, 2010) stated that schools registering higher levels of disciplinary problems result in teachers spending less time on learning in order to deal with such issues. Evidence suggests that 13% of teachers’ time is, on average, spent maintaining order (OECD, 2009)
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