Abstract
ObjectivesTo systematically review and quantitatively synthesise the evidence for the impact of different types of school-based interventions on the reduction of school exclusion.MethodsA systematic search of 27 databases including published and unpublished literature was carried out between September and December 2015. Eligible studies evaluated interventions intended to reduce the rates of exclusion, targeted children from ages four to 18 in mainstream schools, and reported results of interventions delivered from 1980 onwards. Only randomised controlled trials were included. Two independent reviewers determined study eligibility, extracted data, and rated the methodological quality of studies.ResultsBased on the 37 studies eligible for meta-analysis, under a random effects model, results showed that school-based interventions significantly reduced school exclusion during the first 6 months after implementation SMD = .30, 95% CI [.20, .41], p < .001. The impact at follow-up (i.e. 12 or more months) was reduced by half and it was not statistically significant. Heterogeneity was mainly explained by the role of the evaluator: independent evaluators reported lower effect sizes than researchers involved in the design and/or delivery of the intervention. Four approaches presented promising and significant results in reducing exclusion: enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers.ConclusionsResults suggest that school-based interventions can be effective in reducing school exclusion in the short term. Some specific types of interventions show more promising and stable results, but, based on the small number of studies involved in our calculations, we suggest that results are interpreted with caution.
Highlights
Schools use different procedures to manage disruptive behaviour
In addition to the presence/absence of conflict of interest (CoI) statements, we evaluated studies on their potential conflict of financial interest (CoFI) by using a scale developed by Eisner and Humphreys (2012)
The empirical evidence produced by this review suggests that school-based programmes can reduce the use of exclusion
Summary
Schools use different procedures to manage disruptive behaviour. Both punitive (e.g. loss of privileges, additional homework, or detention hours) and non-punitive strategies (e.g. targeted behavioural support for at-risk students or interventions to reduce violence) are aimed at keeping order in schools. School exclusion is normally seen as one of the most serious sanctions. School exclusion can broadly be defined as a disciplinary measure imposed in reaction to students’ misbehaviour (e.g. violations of school policies or laws) by a responsible authority. Fixed-term exclusions consist of a prescribed number of hours or days (Cornell et al 2011), whereas permanent exclusion involves the pupil being transferred to a different school, or educated outside of the regular education system (Spink 2011)
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