Out-of-School Suspension Rates and School-Based Mental Health Programs in Missouri Public Middle Schools

Otradovec, Shannon N.

Out-of-School Suspension Rates and School-Based Mental Health Programs in Missouri Public Middle Schools

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Increasing rates of out-of-school suspensions and mental health reports across the nation paint a picture of increasing instability and inequity among our nation’s youth (Shapiro, 2018; DeJulius & McLean, 2019). Choices adolescents make, positive or negative, are influenced by the individual’s identity development, coupled with past experiences, and increasing autonomy from parents and guardians (Erikson, 1982; Maslow, 1943; Veiga et al., 2018). Research indicates mental health concerns peak during adolescent years, negatively affecting an individual’s development if not properly supported (Stempel et al., 2019; Veiga et al., 2018; McCarter, 2017; World Health Organization, 2017; Erikson, 1982). Additionally, positive behavior and positive mental health outcomes can be accomplished through establishing trusting relationships between staff and students (Anyon et al., 2018; Mallett, 2016). The purpose of this causal-comparative study was to test the theory of Erikson’s Psychosocial Development (1982) and Maslow’s Motivational Theory (1943) in comparing schools having or not having school-based mental health programs with out of school suspension rates in public middle schools. This study compares the differences in out-of-school suspension rates between schools which have school-based mental health programs and schools which do not have school-based mental health programs. No clear indication from the findings of this study signified existence of school-based mental health programs, school social workers, and/or school counselors provide a statistically significant difference between out-of-school suspension rates among public middle school students grades 6-8. While school-based mental health programs and school social workers tended to be available in schools with elevated out-of-school suspension rates, there was still no statistically significant difference indicating those services lowered out-of-school suspensions. Data collected in the study indicated schools utilizing school-based mental health programs tended to have higher out-of-school suspension rates when compared to those without these resources. This finding seems to suggest these services may be in place as an additional layer of support in an effort to deal more effectively with discipline issues. The results of this study may help districts and school boards determine the value school based mental health programs may have in promoting healthier psychological development. The results may also help school districts set priorities and make decisions regarding the provision of funding for school-based mental health programs.

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