Child Protective Services Involvement and Exclusionary School Discipline

Autor/inn/en	Font, Sarah A.; Kennedy, Reeve; Littleton, Tenesha
Titel	Child Protective Services Involvement and Exclusionary School Discipline
Quelle	In: Child Development, 94 (2023) 6, S.1625-1641 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Font, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13941
Schlagwörter	Social Services; Child Welfare; Suspension; Prediction; Foster Care; Wisconsin + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Kindeswohl; Ausschluss; Schulausschluss; Vorhersage; Pflegehilfe
Abstract	The study examined the impact of child protective services (CPS) contact on out-of-school suspensions for 49,918 Wisconsin students (followed from ages 5-6 to 14-15; [school years 2010-2019; 74% White; 7% Black; 11% Hispanic; 8% other; 49% female]). A quasi-experimental design comparing recent CPS contact to upcoming (future) CPS contact shows that both recent CPS contact without foster care and future CPS contact predict higher odds of suspension compared with no contact. Higher odds of suspension emerged prior to CPS contact and did not substantially increase during or after CPS contact, suggesting that system-induced stress is not a primary driver of behavioral problems leading to suspension. Foster care reduced the odds of suspension among White children and children in special education. (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