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PROTOCOL: School‐based interventions for reducing disciplinary school exclusion: An updated systematic review

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  • Sara Valdebenito
  • Hannah Gaffney
  • Darrick Jolliffe

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: Do school‐based programmes reduce the use of exclusionary sanctions in schools? Are some school‐based approaches more effective than others in reducing exclusionary sanctions? Do participants’ characteristics (e.g., age, sex, or ethnicity) affect the impact of school‐based programmes on exclusionary sanctions in schools? Do characteristics of the interventions, implementation, and methodology affect the impact of school‐based programmes on exclusionary sanctions in schools? Do school‐based programmes have an impact on reducing the involvement of children and young people in crime and violence? 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: What are the barriers and facilitators to implementation of interventions to reduce school exclusions? What are the barriers and facilitators to implementation of interventions to reduce the involvement of children and young people in crime and violence?

Suggested Citation

  • Sara Valdebenito & Hannah Gaffney & Darrick Jolliffe, 2023. "PROTOCOL: School‐based interventions for reducing disciplinary school exclusion: An updated systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    • Handle: RePEc:wly:camsys:v:19:y:2023:i:3:n:e1344
    DOI: 10.1002/cl2.1344
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    References listed on IDEAS

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    1. Alex R. Piquero & David P. Farrington & Brandon C. Welsh & Richard Tremblay & Wesley Jennings, 2008. "PROTOCOL: Effectiveness of Early Family/Parent Training Programs in Preventing Antisocial Behavior & Delinquency," Campbell Systematic Reviews, John Wiley & Sons, vol. 4(1), pages 1-26.
    2. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
    3. Gentile, Elisabetta & Imberman, Scott A., 2012. "Dressed for success? The effect of school uniforms on student achievement and behavior," Journal of Urban Economics, Elsevier, vol. 71(1), pages 1-17.
    4. Shannon Kugley & Anne Wade & James Thomas & Quenby Mahood & Anne‐Marie Klint Jørgensen & Karianne Hammerstrøm & Nila Sathe, 2017. "Searching for studies: a guide to information retrieval for Campbell systematic reviews," Campbell Systematic Reviews, John Wiley & Sons, vol. 13(1), pages 1-73.
    5. Alex R. Piquero & David P. Farrington & Brandon C. Welsh & Richard Tremblay & Wesley G. Jennings, 2008. "Effects of Early Family/Parent Training Programs on Antisocial Behavior & Delinquency," Campbell Systematic Reviews, John Wiley & Sons, vol. 4(1), pages 1-122.
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