ArticleJournal of the American Academy of Child and Adolescent Psychiatry2024
Racial Bias in School Discipline and Police Contact: Evidence From the Adolescent Brain Cognitive Development Social Development (ABCD-SD) Study.
Article in Journal of the American Academy of Child and Adolescent Psychiatry, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- From school climate to brain development: What the ABCD study reveals about the educational context of adolescence.Developmental cognitive neuroscience · 2026Review
- Reporter Discrepancies in the Associations Between Mental Health Concerns and School Discipline.JAACAP open · 2026Article
- The Longitudinal Effects of Exclusionary School Discipline on Adolescent Well-Being.Research on child and adolescent psychopathology · 2025Article
- Structural Determinants of School Discipline: Examining State-Level Racial Bias and Neighborhood Opportunity.Journal of the American Academy of Child and Adolescent Psychiatry · 2025Article
- Longitudinal analysis of the ABCD® study.Developmental cognitive neuroscience · 2025Review
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Authors and funding
9 authors.
Funding
Abstract
objectiveBlack youth are disproportionately exposed to school exclusionary discipline. We examined the impact of race on age at the onset of school disciplinary actions and police contact, and the rate of receiving increasingly severe disciplinary actions.
methodYouth (N = 2,156) and their caregivers participating in the Adolescent Brain Cognitive Development Social Development (ABCD-SD) study reported on the occurrence and timing of disciplinary events and youths' demographics, delinquency, and neighborhood conditions. Experiences of exclusionary discipline were analyzed using logistic regression and Cox proportional hazards models.
resultsBlack youth reported significantly higher rates of almost all disciplinary events compared to White youth. In logistic regression and Cox models, Black youth experienced higher risk for exclusionary discipline and police contact (odds ratios from 2.47 [detention] to 5.16 [sent home]; hazard ratios from 1.36 [detention] to 4.71 [expelled]), even after adjusting for sex, delinquency, neighborhood conditions, and the interaction between race and sex. Black youth who received detention and suspension were at higher risk for additional, more severe school discipline than were White youth.
conclusionConsistent with a racial bias in exclusionary discipline practices and policing, Black youth, particularly Black male youth, were at a higher risk for experiencing almost all disciplinary outcomes and at younger ages than White youth, after controlling for delinquency, sex, and neighborhood factors. Compared to White students, school detention and suspension status predicted an accelerated cascade of school discipline outcomes for Black students, suggesting racial disparities in how the severity of school discipline escalates over time. PLAIN LANGUAGE SUMMARY: This authors of this study used data from 2,156 participants in the Adolescent Brain Cognitive Development Social Development study-a national, longitudinal study of adolescent development-to examine the impact of race and sex on exposure to exclusionary discipline (detention, being sent home, expelled) in early adolescence. The authors found that Black youth experienced higher rates of exclusionary discipline and police contact than White youth, even after controlling for self-reported delinquent behavior, sex at birth, and environmental enrichment. Black youth who received detention and suspension were at higher risk for additional, more severe school discipline over time than were White youth who received detention. DIVERSITY & INCLUSION STATEMENT: We worked to ensure that the study questionnaires were prepared in an inclusive way. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. While citing references scientifically relevant for this work, we also actively worked to promote sex and gender balance in our reference list. While citing references scientifically relevant for this work, we also actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our reference list.
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