000			01862nas a2200241Ia 4500
008			250101c99999999xx |||||||||||| ||und||
022			_a0034-6543
100			_aSanders, Jane _9124433
245		0	_aExposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review
260			_bReview of Educational Research
260			_c2024
300			_a699-742
520			_aWhile the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.
650			_a Adversity _9124434
650			_a Scoping Review _9124435
650			_a Trauma _975962
650			_aSchool Discipline _911034
700			_a Csiernik, Ben _9124436
700			_a Joseph-McCatty, Andrea _9124437
700			_a Massey, Michael _9124438
700			_a Swiatek, Emma _9124439
856			_uhttps://doi.org/10.3102/00346543231203674
999			_c134766 _d134766