TY - JOUR
T1 - Ninth grade office discipline referrals
T2 - the critical role of teachers in addressing students’ social, emotional, and behavioural needs
AU - Tan, Kevin
AU - Yore, Caitlin
AU - Hillen, Michaela
N1 - Funding Information:
This study is supported by a grant from the University of Illinois School of Social Work Monkman Research Award (2017), University of Illinois Campus Research Board (#RB17057) and from the Spencer Foundation (#201800085) awarded to the first author.? The authors thank the school administrators, staff, and teachers who assisted in this study. We acknowledge the following research assistants who assisted with this project: Oejin Shin, Keaton El-Talabani, Hwayong Son, Regan Cunningham, Amber Phillips, Haley Scott, Jenna White, Sheryl Coyle, Alexus Hasler, Hwayong Son, Shongha Kim, Gaurav Sinha, Minh Dung Hoang Le, Paisley Steward, Katie Fairbanks, Lisa Whitecotton, and Jenna Mathews.
Publisher Copyright:
© 2021 SEBDA.
PY - 2021
Y1 - 2021
N2 - Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9th grade students from one high school in one American Midwestern state, trends in ODRs were analysed in relation to students’ and teachers’ ratings of students’ social, emotional, and behavioural needs. During a typical school day, ODRs steadily increased in the first two hours of the day, then stabilised between 10am and 2pm. ODRs also peaked on Wednesdays and in November, February, and April. Analyses comparing students without any ODRs to those referred once and two times or more showed that students’ self-rating of their positive social skills and teacher rating of problem behaviours were associated with lower likelihood of having an ODR. Implications for school supports to improve student experience during the first year of high school are discussed.
AB - Office disciplinary referrals (ODRs) during students’ first year of high school have been understudied despite research indicating they undermine graduation rates. Based on two cohorts of 9th grade students from one high school in one American Midwestern state, trends in ODRs were analysed in relation to students’ and teachers’ ratings of students’ social, emotional, and behavioural needs. During a typical school day, ODRs steadily increased in the first two hours of the day, then stabilised between 10am and 2pm. ODRs also peaked on Wednesdays and in November, February, and April. Analyses comparing students without any ODRs to those referred once and two times or more showed that students’ self-rating of their positive social skills and teacher rating of problem behaviours were associated with lower likelihood of having an ODR. Implications for school supports to improve student experience during the first year of high school are discussed.
KW - Office Disciplinary Referrals
KW - behavioural needs
KW - emotional
KW - high school
KW - social
KW - teachers
KW - transition
UR - http://www.scopus.com/inward/record.url?scp=85101640111&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85101640111&partnerID=8YFLogxK
U2 - 10.1080/13632752.2021.1880731
DO - 10.1080/13632752.2021.1880731
M3 - Article
AN - SCOPUS:85101640111
VL - 26
SP - 119
EP - 134
JO - Emotional and Behavioural Difficulties
JF - Emotional and Behavioural Difficulties
SN - 1363-2752
IS - 2
ER -