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      PROTOCOL: School‐based interventions for reducing disciplinary school exclusion: An updated systematic review

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      1 , , 2 , 3
      Campbell Systematic Reviews
      John Wiley and Sons Inc.

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          Abstract

          The primary goal of the present mixed methods review is to systematically examine the available evidence for the effectiveness of different types of school‐based interventions for reducing disciplinary school exclusion. Quantitative evidence will help to understand the overall size of the impact, as well as the factors that better explain it. Qualitative evidence will help to better understand how these programmes may work, and what factors aid or hinder implementation and success.

          The research questions underlying the quantitative review are as follows:

          • Do school‐based programmes reduce the use of exclusionary sanctions in schools?

          • Are some school‐based approaches more effective than others in reducing exclusionary sanctions?

          • Do participants’ characteristics (e.g., age, sex, or ethnicity) affect the impact of school‐based programmes on exclusionary sanctions in schools?

          • Do characteristics of the interventions, implementation, and methodology affect the impact of school‐based programmes on exclusionary sanctions in schools?

          • Do school‐based programmes have an impact on reducing the involvement of children and young people in crime and violence?

          • Do participants’ characteristics (e.g., age, gender, ethnicity) affect the impact of school‐based programmes on crime and violence?

          If sufficient data are available, we will compare different approaches (e.g., school‐wide management, classroom management, restorative justice, cognitive‐behavioural interventions) and identify those that could potentially demonstrate larger effects. We will also (potentially) run analysis controlling for characteristics of participants (e.g., age, ethnicity, level of risk); interventions (e.g., theoretical bases, components); implementation (e.g., facilitators’ training, doses, quality); and methodology (e.g., research design).

          The research questions underlying the qualitative review are defined as follows:

          • What are the barriers and facilitators to implementation of interventions to reduce school exclusions?

          • What are the barriers and facilitators to implementation of interventions to reduce the involvement of children and young people in crime and violence?

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          Most cited references51

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          Measuring inconsistency in meta-analyses.

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            ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions

            Non-randomised studies of the effects of interventions are critical to many areas of healthcare evaluation, but their results may be biased. It is therefore important to understand and appraise their strengths and weaknesses. We developed ROBINS-I (“Risk Of Bias In Non-randomised Studies - of Interventions”), a new tool for evaluating risk of bias in estimates of the comparative effectiveness (harm or benefit) of interventions from studies that did not use randomisation to allocate units (individuals or clusters of individuals) to comparison groups. The tool will be particularly useful to those undertaking systematic reviews that include non-randomised studies.
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              Conducting Meta-Analyses inRwith themetaforPackage

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                Author and article information

                Contributors
                sv331@cam.ac.uk
                Journal
                Campbell Syst Rev
                Campbell Syst Rev
                10.1002/(ISSN)1891-1803
                CL2
                Campbell Systematic Reviews
                John Wiley and Sons Inc. (Hoboken )
                1891-1803
                21 August 2023
                September 2023
                : 19
                : 3 ( doiID: 10.1002/cl2.v19.3 )
                : e1344
                Affiliations
                [ 1 ] Institute of Criminology University of Cambridge Cambridge UK
                [ 2 ] Clare Hall College University of Cambridge Cambridge UK
                [ 3 ] Department of Law and Criminology Royal Holloway University of London London UK
                Author notes
                [*] [* ] Correspondence Sara Valdebenito, Institute of Criminology, University of Cambridge, Sidgwick Ave, Cambridge CB3 9DA, UK.

                Email: sv331@ 123456cam.ac.uk

                Article
                CL21344
                10.1002/cl2.1344
                10442604
                bece7f3d-0c9b-435d-98de-bdfaa7f566d2
                © 2023 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration.

                This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                Page count
                Figures: 0, Tables: 2, Pages: 16, Words: 11423
                Categories
                Protocols
                Protocols
                Education
                Custom metadata
                2.0
                September 2023
                Converter:WILEY_ML3GV2_TO_JATSPMC version:6.3.3 mode:remove_FC converted:22.08.2023

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