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Past School Discipline Experiences: Perspectives of Disabled Adults.

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Title: Past School Discipline Experiences: Perspectives of Disabled Adults.
Authors: Fraley, Hannah E., Capp, Gordon
Source: Journal of School Health. Nov2024, Vol. 94 Issue 11, p1069-1078. 10p.
Subjects: Power (Social sciences), Qualitative research, Diversity & inclusion policies, Interviewing, Statistical sampling, Educational outcomes, Group dynamics, Judgment sampling, Students with disabilities, Experience, Students, School administration, School discipline, Punishment, Research methodology, Conceptual structures, Social networks, College teacher attitudes, Special education, Student attitudes, Discrimination (Sociology), Minorities, People with disabilities, Psychosocial factors, Adults
Abstract: BACKGROUND: School discipline has potential life‐long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS: Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace‐Power versus Power‐Over‐Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS: Eight peace‐power versus power‐over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Disabled students can experience oppressive power‐over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social‐emotional learning, and inclusion. CONCLUSIONS: Classroom discipline can represent emancipatory peace‐power or oppressive power‐over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Past School Discipline Experiences: Perspectives of Disabled Adults.
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  Data: <searchLink fieldCode="AR" term="%22Fraley%2C+Hannah+E%2E%22">Fraley, Hannah E.</searchLink><br /><searchLink fieldCode="AR" term="%22Capp%2C+Gordon%22">Capp, Gordon</searchLink>
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  Data: BACKGROUND: School discipline has potential life‐long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS: Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace‐Power versus Power‐Over‐Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS: Eight peace‐power versus power‐over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Disabled students can experience oppressive power‐over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social‐emotional learning, and inclusion. CONCLUSIONS: Classroom discipline can represent emancipatory peace‐power or oppressive power‐over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=180560860
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/josh.13462
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 10
        StartPage: 1069
    Subjects:
      – SubjectFull: Power (Social sciences)
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Group dynamics
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: School discipline
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      – SubjectFull: Punishment
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      – SubjectFull: Research methodology
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      – SubjectFull: Conceptual structures
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      – SubjectFull: Social networks
        Type: general
      – SubjectFull: College teacher attitudes
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: Student attitudes
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      – SubjectFull: Discrimination (Sociology)
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: People with disabilities
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Adults
        Type: general
    Titles:
      – TitleFull: Past School Discipline Experiences: Perspectives of Disabled Adults.
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              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
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