- Yet the disproportionate application of school discipline for Black and Indigenous students remains a significant concern.
- We found there is very little research on the relationship between childhood adversities and school discipline.
- Additional research — particularly from Canada — would provide schools with the knowledge necessary for evidence-based, trauma-informed and culturally attuned approaches to school discipline.
Lack of attention to adversity, trauma
- Trauma is the negative impact that can happen when exposed to adversity, while adversity is a potentially traumatizing event or the absence of healthy stimulus.
- While trauma and adversity are related, adversity does not always lead to trauma.
Disproportion in school discipline
- Research shows that school discipline is disproportionately applied to students who are Black, Indigenous, male, have identified special education needs or live in lower-resourced areas.
- Considerable research about the disproportionate use of discipline affecting Black communities exists from the United States, with less attention to Indigenous communities.
- Researchers in other regions have documented how racism against Indigenous and Black students affects students’ school engagement or attendance.
Discipline affects opportunities
- Time away from school through out-of-school discipline is a barrier to academic success.
- This affects opportunities for post-secondary education and ultimately who has access to power, money and resources.
Research on adversity or trauma and discipline
- In our article “Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review” we detail how we searched for and analyzed articles about school discipline and trauma or adversity.
- This research showed experiences of adversity or trauma play a significant and potentially contributing role in school discipline, including suspension and expulsion.
Canadian research matters
- Context matters when studying school discipline.
- This followed the province’s 2006 legislation that students remain in school to age 18.
- In Ontario, the rate of suspension decreased from 4.32 per cent of students in 2007/08 to 2.23 per cent in 2022.
‘Safe and Caring Schools’
- Zero-Tolerance policies are still active across many U.S. school districts.
- Ontario students on long-term suspension or expulsion are now offered programs run through “Safe and Caring Schools” in every school board.
- These supports enable connection with students and a different approach with students who appear to be coping with trauma.
Expulsions still disproportionate
- To understand this disproportion and to develop effective policy and practice it is critical for educators in Canada to have more contextual knowledge.
- Educators who have not experienced or been educated about adversity may not account for or recognize students who are coping with adversity.
Acknowledging adversity
The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.