Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement

Autor/inn/en	Mary C. Cunningham; Logan McDermott; Rebecca A. Cruz
Titel	Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement
Quelle	In: Remedial and Special Education, 47 (2026) 2, S. 112-121Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Mary C. Cunningham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325241277884
Schlagwörter	Forschungsbericht; Special Education; Students with Disabilities; Discipline; Suspension; Disproportionate Representation; Learner Engagement; Sense of Belonging; Student Participation; At Risk Students; Grade 9; Grade 11; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Disziplin; Ausschluss; Schulausschluss; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the U.S. High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/04