PROTOCOL: School-Based Interventions for Reducing Disciplinary School Exclusion--An Updated Systematic Review

Autor/inn/en	Valdebenito, Sara; Gaffney, Hannah; Jolliffe, Darrick
Titel	PROTOCOL: School-Based Interventions for Reducing Disciplinary School Exclusion--An Updated Systematic Review
Quelle	In: Campbell Systematic Reviews, 19 (2023) 3, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/cl2.1344
Schlagwörter	School Activities; Discipline Policy; Intervention; Expulsion; Suspension; Evidence; Incidence; Program Effectiveness; Student Characteristics; Crime; Violence; Student Behavior; Program Implementation; Barriers; Students + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Relegation; Ausschluss; Schulausschluss; Evidenz; Vorkommen; Crimes; Delict; Delicts; Delikt; Gewalt; Student behaviour; Schülerverhalten; Student; Schüler; Schülerin; Studentin
Abstract	The primary goal of the present mixed methods review is to systematically examine the available evidence for the effectiveness of different types of school-based interventions for reducing disciplinary school exclusion. Quantitative evidence will help to understand the overall size of the impact, as well as the factors that better explain it. Qualitative evidence will help to better understand how these programmes may work, and what factors aid or hinder implementation and success. The research questions underlying the quantitative review are as follows: (1) Do school-based programmes reduce the use of exclusionary sanctions in schools?; (2) Are some school-based approaches more effective than others in reducing exclusionary sanctions?; (3) Do participants' characteristics (e.g., age, sex, or ethnicity) affect the impact of school-based programmes on exclusionary sanctions in schools?; (4) Do characteristics of the interventions, implementation, and methodology affect the impact of school-based programmes on exclusionary sanctions in schools?; (5) Do school-based programmes have an impact on reducing the involvement of children and young people in crime and violence?; and (6) Do participants' characteristics (e.g., age, gender, ethnicity) affect the impact of school-based programmes on crime and violence? If sufficient data are available, we will compare different approaches (e.g., school-wide management, classroom management, restorative justice, cognitive-behavioural interventions) and identify those that could potentially demonstrate larger effects. We will also (potentially) run analysis controlling for characteristics of participants (e.g., age, ethnicity, level of risk); interventions (e.g., theoretical bases, components); implementation (e.g., facilitators' training, doses, quality); and methodology (e.g., research design). The research questions underlying the qualitative review are defined as follows: (1) What are the barriers and facilitators to implementation of interventions to reduce school exclusions? and (2) What are the barriers and facilitators to implementation of interventions to reduce the involvement of children and young people in crime and violence? (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01