Education Publications

Document Type

Article

Publication Date

2-19-2021

Journal

Canadian Journal of School Psychology

First Page

1

Last Page

15

URL with Digital Object Identifier

https://doi.org/10.1177/0829573521991421

Abstract

School disruption (SD) places students at risk of early school departure and other negative psychological outcomes. Based on the data derived from a sample of Ontario children and youth, this study aims to identify risk factors associated with SD among 1,241 school-aged students. A logistic regression model revealed that substance use, family functioning, Attention Deficit/Hyperactivity Disorder and experiencing bullying, significantly predicted SD. Substance use and family functioning resulted in the largest contributions to SD when holding other variables constant. This study provides supporting evidence of risk factors predicting SD and suggests that mental health and school personnel should consider family functioning and substance use in particular, when creating interventions to decrease premature school termination.

Notes

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page.

The article is available from SAGE, the original publisher, as:

Sun, L., Semovski, V., & Stewart, S. L. (2021). A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573521991421

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Citation of this paper:

Sun, L., Semovski, V., & Stewart, S. L. (2021). A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario. Canadian Journal of School Psychology. https://doi.org/10.1177/0829573521991421

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