Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students. Issue 3 (3rd July 2018)

• Record Type: Journal Article
• Authors: Crosby, Shantel D.; Day, Angelique G.; Somers, Cheryl L.; Baroni, Beverly A.
• Is Part Of: Preventing school failure. Volume 62:Issue 3(2018)
• Page Start: 229
• Page End: 237
• Publication Date: 2018-07-03
• Subjects: Childhood trauma -- court-involved youth -- school discipline -- school-to-prison pipeline -- trauma-informed teaching; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2018.1431873
• Languages: English
• ISSNs: 1045-988X

Abstract

ABSTRACT: Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of variance to explore whether students ( N = 71) demonstrated statistically significant changes in time spent in the MR during the year. The study also qualitatively explores the lived experiences of students ( N = 23) and perceived impact of the MR. There was a statistically significant increase in student MR use over the observation period (alpha = 0.05, F (2, 140) = 11.44, p < 0.01, eta-squared = 0.035). Students also report positive perceptions of the MR intervention. Implications for school practice are addressed.