A recent study conducted at the University of Minnesota has shown that children who experience different forms of exclusionary discipline (ED) in school are more likely to develop anxiety and depression. This research emphasizes the importance of reevaluating how educators handle students who misbehave, considering the serious consequences of relying on traditional punitive measures.
While this study focused on a specific state in the US, ED is a prevalent issue worldwide, affecting approximately one-fifth of the global population currently enrolled in schools. This means that hundreds of millions of young people globally could potentially suffer from the negative impacts of ED on their mental well-being.
The study examined data from over 82,000 students in 8th, 9th, and 11th grades in Minnesota public schools, collected in 2019 as part of the Minnesota State Survey, an anonymous survey that has been conducted every three years since 1989.
Methodology
The researchers analyzed the students’ encounters with exclusionary discipline, such as suspensions, expulsions, and detentions, and how these experiences impacted their mental health using assessment tools like the Patient Health Questionnaire-2 for depression symptoms and the Generalized Anxiety Disorder scale-2 for anxiety.
Findings
The study found that 10% of students had experienced ED, with higher rates among male and nonbinary students, children of color, those in special education, and youth from low-income backgrounds.
Among those subjected to ED, the research revealed a 64% increase in the likelihood of experiencing depression symptoms and a 49% increase in the chance of developing anxiety symptoms.
The affected students reported symptoms such as lack of interest or pleasure in activities, feelings of sadness or hopelessness, anxiety, and uncontrollable worrying.
Anxiety and depression in young individuals can lead to academic difficulties, substance abuse, and suicidal tendencies. Students facing ED may also be at a higher risk of dropping out of school, struggling to find employment, engaging in criminal activities, among other negative outcomes.
While these findings are concerning, it’s important to note that certain protective factors can mitigate the adverse effects of ED on mental health, including:
- Participation in extracurricular activities
- Strong parental connections
- Caring friends
- Access to supportive adults at school
- Positive teacher-student relationships
- Feeling safe in the school environment
Consistently providing these protective factors can enhance students’ emotional well-being.
The researchers suggest the need for new disciplinary approaches, advocating for frameworks that view student misbehavior as a response to challenges and implement trauma-informed, restorative practices and support systems to benefit both students and schools.
Source: Population Reference Bureau
