How youth of color with mental disabilities are excluded from school: A DisCrit and logistic regression analysis

IF 3.4 2区心理学 Q1 FAMILY STUDIES

Child Abuse & Neglect Pub Date : 2024-11-21 DOI:10.1016/j.chiabu.2024.107144

Amber Alaníz

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引用次数: 0

Abstract

Background

In the United States, youth of color, youth with a trauma history, and youth with disabilities are suspended and expelled at higher rates than their white peers without disabilities and trauma. Few researchers examine how this gap intersects to impact exclusionary discipline. DisCrit guides the article because it explains the pathways that lead to the overrepresentation of disabled youth of color in school exclusionary discipline through public policy.

Objective

The purpose is to analyze the Minnesota Student Survey (2019) to examine how the impact of trauma on exclusionary discipline varies by race and disability.

Methods

The main goal of this study was to examine the impact of ACEs on exclusionary discipline outcomes for youth of color with mental disabilities (MD). In the Minnesota Student Survey (2019), we use a representative sample (N = 104,043) of students' self-reported data from all public school districts in Minnesota. We conducted a logistic regression analysis of students with ACEs on exclusionary discipline.

Results

ACEs (odds ratios [OR] = 1.91) and youth with MD (OR = 1.36) are strongly associated with exclusionary discipline among youth of color. Lastly, the odds of exclusionary discipline are higher for youth with ACEs and a known MD than those youth without an MD but with ACEs among youth of color (OR = 0.74) and white youth (OR = 0.75).

Conclusion

The results confirmed youth of color with MD are at higher risk for exclusionary discipline with undersupported ACEs than their white peers without MD. Implications for social work collaboration are discussed for school mental health services.

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有精神障碍的有色人种青少年如何被学校拒之门外：DisCrit 和逻辑回归分析。

背景：在美国，有色人种青少年、有心理创伤史的青少年和残疾青少年被停学和开除的比例要高于没有残疾和心理创伤的白人同龄人。很少有研究人员研究这种差距是如何交叉影响排斥性纪律的。DisCrit 为本文提供了指导，因为它通过公共政策解释了导致有色人种残疾青少年在学校排斥性纪律中比例过高的途径：目的：分析明尼苏达州学生调查（2019 年），研究不同种族和残疾学生的心理创伤对排斥性纪律的影响有何不同：本研究的主要目标是研究 ACE 对有精神残疾（MD）的有色人种青少年的排斥性纪律结果的影响。在明尼苏达州学生调查（2019）中，我们使用了来自明尼苏达州所有公立学校学区的学生自我报告数据的代表性样本（N = 104,043）。我们对有 ACE 的学生进行了排斥性纪律的逻辑回归分析：在有色人种青少年中，ACE（几率比 [OR] = 1.91）和患有精神病的青少年（OR = 1.36）与排斥性纪律密切相关。最后，在有色人种青少年（OR = 0.74）和白人青少年（OR = 0.75）中，有 ACE 和已知 MD 的青少年受到排斥性纪律处分的几率要高于没有 MD 但有 ACE 的青少年：结论：研究结果证实，与未患有MD的白人青少年相比，患有MD的有色人种青少年在ACE支持不足的情况下受到排斥性纪律处分的风险更高。本文讨论了社会工作合作对学校心理健康服务的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Abuse & Neglect Multiple-

CiteScore

7.40

自引率

10.40%

发文量

397

期刊介绍： Official Publication of the International Society for Prevention of Child Abuse and Neglect. Child Abuse & Neglect The International Journal, provides an international, multidisciplinary forum on all aspects of child abuse and neglect, with special emphasis on prevention and treatment; the scope extends further to all those aspects of life which either favor or hinder child development. While contributions will primarily be from the fields of psychology, psychiatry, social work, medicine, nursing, law enforcement, legislature, education, and anthropology, the Journal encourages the concerned lay individual and child-oriented advocate organizations to contribute.