Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · no dated study recorded · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Less severe exclusion outcomes (in-school exclusion, general suspensions) show greater potential for reduction than severe sanctions (permanent exclusions, out-of-school suspensions). → exclusion-type
Evidence¶
exclusion-type¶
Valdebenito, S., H. Gaffney, M. J. Arosemena‐Burbano, S. Hitchcock, D. Jolliffe, and A. Sutherland. 2025. “School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review.” Campbell Systematic Reviews 21: 1–96. https://doi.org/10.1002/cl2.70063
q3 · i? · quant-synthesis · r3
Heterogeneity exploration via meta-regression in the updated multilevel meta-analysis indicates differential effects by exclusion type: "more serious disciplinary sanctions such as permanent exclusions and out‐of‐school suspensions appear less responsive" while in-school exclusion shows greater potential for reduction.
"While more serious disciplinary sanctions such as permanent exclusions and out‐of‐school suspensions appear less responsive, in‐school exclusion shows greater potential for reduction."
Discussion¶
Related Claims¶
- School-based interventions produce a small but statistically significant reduction in school exclusion — a broader claim this one bears on
- A brief online empathic-discipline exercise for teachers halved suspensions in one randomized field experiment, while its preregistered replication found a small, marginal overall effect but narrowed group disparities — related
- Positive Greetings At The Door Improve Engagement — related
- For the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups — related
- Out-of-school suspension decreased in 48 states and Washington, DC between 2011–12 and 2017–18, but in five states the decline came with an even larger increase in in-school suspensions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exclusion-type-moderates-intervention-effect |
title |
Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension |
description |
Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension |
status |
review |
evidence_strength |
weak |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — exclusion-type |
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