Use of the Monarch Room as an Alternative to Suspension in Addressing School Discipline Issues Among Court-Involved Youth

被引：15

作者：

Baroni, Beverly ^{[1
]}

Day, Angelique ^{[2
]}

Somers, Cheryl ^{[3
]}

Crosby, Shantel ^{[2
]}

Pennefather, Megan ^{[4
]}

机构：

[1] Clara B Ford Acad, Dearborn Hts, MI USA

[2] Wayne State Univ, Sch Social Work, 5447 Woodward Ave, Detroit, MI 48202 USA

[3] Wayne State Univ, Coll Educ, Detroit, MI USA

[4] Wayne State Univ, Transit Independence Program, Detroit, MI USA

来源：

URBAN EDUCATION | 2020年 / 55卷 / 01期

关键词：

school discipline; alternatives to suspension; expulsions; education well-being; court-involved youth; AFRICAN-AMERICAN; ACHIEVEMENT; STUDENTS;

D O I：

10.1177/0042085916651321

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Suspension is commonly used in schools, yet these practices can adversely affect students' education well-being and do not improve student behavior. This study assesses the use of the Monarch Room (MR) intervention, a trauma-informed alternative to school discipline suspension policies, among 620 court-involved girls placed in residential care and enrolled in an urban-located public charter school. Teachers readily utilized the intervention as a first response to dealing with problematic behavior, and as a result, MR use significantly decreased reliance on suspension practices. Multiple stays in residential treatment and race were significant predictors of MR use.

引用

页码：153 / 173

页数：21

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