School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review
Open accessAbstract
Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school. This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered school-aged children, and if validated diagnostic measures had been used to assess psychopathology. Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55–2.33) to 45.6 (95% CI: 3.8–21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed.
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Children with impairing psychopathologies or additional learning needs are overrepresented among those excluded.
“Children with impairing psychopathologies or additional learning needs are also overrepresented among those excluded (Parker et al. 2015).”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Parker et al. 2015
Cites
Skiba, R. J., Horner, R. H., Chung, C.-G., Rausch, M. K., May, S. L., & Tobin, T. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087730 · Cited by 1,593 · cited 1× · see citing works
“Exclusion from school is a rare event, yet we know government statistics from England and the US suggest that there are a disproportionate number of children with SEN that are excluded from school (US Department of Education 2012; Skiba et al. 2011; DfE 2013).”
BackgroundMiller, M., Nevado-Montenegro, A. J., & Hinshaw, S. P. (2012) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-011-9599-y · Cited by 147 · cited 11× · see citing works
“Two studies used the Diagnostic Interview Schedule for Children (DISC-IV, Shaffer et al. (2000); Miller, Nevado-Montenegro, and Hinshaw (2011); Bauermeister et al. (2007) whilst both Rohde and colleagues and Barkley and colleagues used the Child Behaviour Checklist (CBCL, Achenbach (1991)); Barkley…”
BackgroundMethodInfluentialAre rates of school suspension higher in socially disadvantaged neighbourhoods? An Australian study
Hemphill, S. A., Toumbourou, J. W., Smith, R., Kendall, G. E., Rowland, B., Freiberg, K., & Williams, J. W. (2010) · Health Promotion Journal of Australia · doi:10.1071/he10012 · Cited by 69 · see citing works
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Kearney, C. A. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-020-09591-0 · Cited by 51 · see citing works
Finning, K., Moore, D., Ukoumunne, O. C., Danielsson-Waters, E., & Ford, T. (2017) · Systematic Reviews · doi:10.1186/s13643-017-0523-6 · Cited by 22 · see citing works
School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review
Valdebenito, S., Gaffney, H., Arosemena‐Burbano, M. J., Hitchcock, S., Jolliffe, D., & Sutherland, A. (2025) · Campbell Systematic Reviews · doi:10.1002/cl2.70063 · Cited by 4 · see citing works
Valdebenito, S., Gaffney, H., & Jolliffe, D. (2023) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1344 · Cited by 2 · see citing works
- Authors
- Parker, C., Whear, R., Ukoumunne, O. C., Bethel, A., Thompson-Coon, J., Stein, K., & Ford, T.
- Affiliations
- University of Exeter (GB)
- Corresponding author
- Parker, Claire
- Venue
- Emotional and Behavioural Difficulties
- Publisher
- Informa UK Limited
- Published
- 2014-08-20
- Volume
- 20
- Issue
- 3
- Pages
- 229-251
- ISSN
- 1363-2752 (ISSN-L)
- 1741-2692
- OpenAlex
- W2145778959
- Cited by
- 45
- References
- 3
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 1 · 2023: 6 · 2022: 6 · 2021: 7 · 2020: 2 · 2019: 1 · 2018: 5 · 2017: 4 · 2016: 4
- FWCI
- 1.80
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Emotional and Behavioural Difficulties (publishedVersion)
- Open Research Exeter (University of Exeter) (submittedVersion)
- Figshare (submittedVersion)
- Funders
- National Institute for Health and Care Research
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Education Discipline and Inequality
- Keywords
- school exclusion, child psychopathology, psychopathology, special educational needs, academic performance, elementary school students
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