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Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement

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Title: Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement
Language: English
Authors: Mary C. Cunningham (ORCID 0000-0001-8442-537X), Logan McDermott, Rebecca A. Cruz
Source: Remedial and Special Education. 2026 47(2):112-121.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Grade 11
Descriptors: Special Education, Students with Disabilities, Discipline, Suspension, Disproportionate Representation, Learner Engagement, Sense of Belonging, Student Participation, At Risk Students, Grade 9, Grade 11
Assessment and Survey Identifiers: High School Longitudinal Study of 2009 (NCES)
DOI: 10.1177/07419325241277884
ISSN: 0741-9325
1538-4756
Abstract: Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the U.S. High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500372
Database: ERIC
FullText Text:
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  Data: Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement
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  Data: <searchLink fieldCode="AR" term="%22Mary+C%2E+Cunningham%22">Mary C. Cunningham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8442-537X">0000-0001-8442-537X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Logan+McDermott%22">Logan McDermott</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+A%2E+Cruz%22">Rebecca A. Cruz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(2):112-121.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink>
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  Data: 10.1177/07419325241277884
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  Data: Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the U.S. High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.
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  Data: EJ1500372
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        Value: 10.1177/07419325241277884
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        StartPage: 112
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      – SubjectFull: Special Education
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Discipline
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      – SubjectFull: Suspension
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Student Participation
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      – SubjectFull: At Risk Students
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      – SubjectFull: Grade 9
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      – SubjectFull: Grade 11
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      – SubjectFull: High School Longitudinal Study of 2009 (NCES)
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      – TitleFull: Do I Belong Yet? The Relationship between Special Education, In-School Suspension, Belonging, and Engagement
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            – TitleFull: Remedial and Special Education
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