Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities
Publication in refereed journal
Officially Accepted for Publication
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AbstractUsing data extracted from the Parent and Family Involvement in Education Survey of the 2019 National Household Education Surveys Program, this study used a series of linear probability models to examine the association between family–school relationships and exclusionary discipline. The sample included 15,360 U.S. families of K–12 non-homeschooled and non-virtual school students. Results suggest that students with disabilities experienced significantly more expulsion and suspension and that their families were less satisfied with school and received significantly more individual contact from school for negative reasons. In addition, parent satisfaction with school and individual contacts from school to parent regarding positive behaviors or schoolwork and behavior problems were statistically significantly associated with exclusionary discipline after accounting for student characteristics, such as race, age, and gender. These associations between family–school relationships and exclusionary discipline did not differ by a student’s disability status.
Acceptance Date30/05/2024
All Author(s) ListZhe Gigi An, Hyunwoo Yang
Journal nameRemedial and Special Education
Year2024
PublisherSage
ISSN0741-9325
eISSN1538-4756
LanguagesEnglish-United States
Keywordsdisability, legal/policy issues, parent, school, community partnerships, families/parents, behavior
