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systematic_review·pediatrics, public health, systematic review, epidemiology·PMC10442604

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

Campbell Systematic Reviews · 3 authors, 3 centres

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The paper is a protocol rather than a completed review, funded by the Youth Endowment Fund with planned submission in approximately October 2023. It outlines eligibility criteria covering studies from book chapters, journal articles, government reports, and theses that report on interventions to reduce fixed-term or permanent disciplinary school exclusion. Excluded sanctions include loss of privileges, extra work, break/lunch detention, and after-school detentions. Outcomes of interest extend to offending and risk factors such as aggression, externalising behaviour, gang involvement, impulsivity, self-control, academic achievement, and bullying. Quantitative analyses will use robust variance estimation with a correlated hierarchical working model to address dependence of effect sizes (Pustejovsky & Tipton, 2022), coding duplicate data only once following Lipsey and Landenberger (2006). Qualitative analysis will use the Critical Appraisal Skills Programme (2013) tool. No completed findings, effect sizes, or numerical results are reported.

STUDY TYPE

systematic_review

SPECIALTY

pediatrics

SUMMARISED BY

AI pipeline

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100% · A

ORIGINAL PAPER

PMC10442604

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

Campbell Systematic Reviews

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ABSTRACT

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?

CITATION EXPORT

Sara Valdebenito, Hannah Gaffney, Darrick Jolliffe. PROTOCOL: School‐based interventions for reducing disciplinary school exclusion: An updated systematic review. Campbell Systematic Reviews. (2023). https://doi.org/10.1002/cl2.1344

AUTHORS

3 · 3 CENTRES

Sara Valdebenito, Hannah Gaffney, Darrick Jolliffe

1 Institute of Criminology University of Cambridge Cambridge UK
2 Clare Hall College University of Cambridge Cambridge UK
3 Department of Law and Criminology Royal Holloway University of London London UK