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Predicting School Suspension Risk from Eighth Through Tenth Grade Using the Strengths and Difficulties Questionnaire

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Abstract

The current study examined (1) if the Strengths and Difficulties Questionnaire (SDQ) would yield alternative factor structures related to either symptoms or strengths with early adolescent students when an exploratory factor analysis (EFA) is used; (2) which scales best predicted suspensions of typically developing early adolescents; and (3) what cutoff scores were useful for identifying youth at risk for suspensions. The current study included 321 parent-student dyads, who were followed from the middle of eighth grade until the end of tenth grade. A symptoms-based EFA yielded three factors: Misbehavior, Isolation, and Agitation. A strength-based EFA yielded three factors, as well: Emotional, Social, and Moral competence. Logistic regression path analyses were used to predict risk of any suspension at the end of eighth, ninth, and tenth grades. The predictor variables were the original SDQ Conduct Problems and Hyperactivity scales in one model, the Misbehavior and Agitation scales in a second model, and the Emotional and Moral competence scales in the third model. Only the Misbehavior scale consistently predicted suspensions across each grade (b = .27, OR = 1.32, p < .001; b = .15, OR = 1.18, p = .029; b = .17, OR = 1.18, p = .029, respectively). For the Misbehavior scale, cutoff scores were established that reflected the 75th and 90th percentile; however, each cutoff demonstrated strengths and weaknesses for identifying at-risk students. The expectation of screening to identify youth at risk for suspensions, a complex school discipline decision, is discussed.

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Funding

The project described was supported by National Institute on Drug Abuse Grant 1R01DA025651 to Boys Town National Research Institute for Child and Family Studies. The content is solely the responsibility of the authors and does not necessarily represent the official views of the funding agencies or the National Institutes of Health.

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Authors and Affiliations

  1. Psychology Department, Western Kentucky University, 3045 Gary A. Ransdell Hall, 1906 College Heights Blvd., #21030, Bowling Green, KY, 42101-1030, USA

    Thomas J. Gross

  2. College of Education, Lipscomb University, One University Park Drive, Nashville, TN, 37204, USA

    Jenna Duncan

  3. Department of Psychology and Philosophy, Texas Woman’s University, CFO 807B, P.O. Box 425470, Denton, TX, 76204-5470, USA

    Samuel Y. Kim

  4. Child and Family Translational Research Center, Boys Town, NE, 14100 Crawford Street, Boys Town, NE, 68010, USA

    W. Alex Mason

  5. Social Development Research Group, University of Washington, Seattle, 9725 Third Ave NE, Suite #401, UW Box #358734, Seattle, WA, 98115, USA

    Kevin P. Haggerty

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Gross, T.J., Duncan, J., Kim, S.Y. et al. Predicting School Suspension Risk from Eighth Through Tenth Grade Using the Strengths and Difficulties Questionnaire. Contemp School Psychol 23, 270–289 (2019). https://doi.org/10.1007/s40688-018-00215-y

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