Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2017 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
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.
q2 i? The vast majority of youth with and without an IEP feel positive about school, but those with an IEP experience bullying and are suspended at higher rates, and are less engaged in school and social activities. → Stephen Lipscomb 2017
Evidence¶
Stephen Lipscomb 2017¶
Stephen Lipscomb, Joshua Haimson, Albert Y. Liu, John Burghardt, David R. Johnson, Martha Thurlow. (2017). Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth (Full Report). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/national-longitudinal-transition-study-2012-vol-1-comparisons-with-other-youth-full-report
q2 · i? · associational · r?
Key findings from the NLTS 2012 comparisons report that "The vast majority of youth with and without an IEP feel positive about school," while those with an IEP "experience bullying and are suspended at higher rates, and are less engaged in school and social activities."
"The vast majority of youth with and without an IEP feel positive about school, but those with an IEP experience bullying and are suspended at higher rates, and are less engaged in school and social activities."
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Youth with a 504 plan face fewer functional, social, and educational challenges than youth with an IEP, but more than other youth without an IEP — related
- English learner students with disabilities are less likely than other students with disabilities to receive extra time on schoolwork but attend transition-planning meetings at a comparable rate, are suspended less, and have parents with higher expectations — related
- Youth with an IEP are more likely than youth without an IEP to struggle academically, yet less likely to receive some forms of school-based support — related
- Youth with an IEP became more engaged in school and extracurricular activities over the past decade, with little change in grade retention, suspensions, and expulsions — related
- Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade — related
- Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities — related
- Black students and students with disabilities in Maryland were suspended and expelled at more than twice the rates of other students — related
- School closures severed longstanding social connections, producing grief and us-vs-them dynamics, with increased student fights and bullying especially in the first transition year — related
- In 2012, youth with disabilities were more likely than other students to struggle academically and less likely to take steps to obtain postsecondary education and jobs — related
- School shooters are rarely the bullied loners of popular stereotype, and bullying prevention alone will not eliminate shootings — related
- After school-wide positive and restorative discipline training, Black-White and LGBTQ-straight differences in perceived bullying converged at one majority-minority school — related
- Students with disabilities are suspended at more than twice the rate of students without disabilities, and Black students with disabilities face the highest risk at 19% — related
- Motivation theories in education have converged on a learner-centered focus over recent decades — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
iep-youth-bullying-suspension-engagement |
title |
Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school |
description |
Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-08 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2017 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.