Date of Award

Fall 12-1-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Adolescents, especially those with a mental illness, often behave in ways judged to be impulsive, overly emotional, and irresponsible (Gogtay et al., 2004; Lawrence et al., 2015; Tamnes et al., 2010). Many teen behaviors which concern adults can be related to underdeveloped skills or competencies, rate of brain development, or expressions of mental disorders (Casey et al., 2011; Serbin et al., 2011; Spear, 2000). Behaviors commonly associated with adolescence, such as impulsivity, risk-taking, and efforts to fit in with peers, are often seen as a serious threat to school harmony, learning, and student safety, necessitating a disciplinary response from school staff (Galván, 2014; Iselin, 2010). The present quantitative secondary analysis of the National Comorbidity Survey Replication: Adolescent Supplement aimed to explore the impact of positive indicators of well-being and indicators of psychopathology on exclusionary discipline (ED; Kessler, 2001–2004; Kessler et al., 2009). This study determined that several psychosocial predispositions and demographic characteristics impact students’ likelihood of experiencing ED. A combined model predicted ED status more accurately and accounted for more variation in ED status than when demographics, psychopathology, or well-being were used individually. Considering the known deleterious outcomes associated with ED (Fabelo et al., 2011; Green et al., 2018; Iselin, 2010), there exists a need to identify alternative strategies to address student misbehavior. Implications for discipline reform, positive student development, and the conceptualization of mental health are provided.

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