Racial disparities in school discipline: Examining the complex interactions between neurobiological, environmental, and school-based determinants of health within the ABCD Study

学校纪律中的种族差异：ABCD 研究中神经生物学、环境和学校健康决定因素之间复杂的相互作用

• 批准号: 10569434
• 负责人: Erin L Thompson
• 金额: $ 11.29万
• 依托单位: FLORIDA INTERNATIONAL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-25 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10569434
• 关键词: Academia; Address; Adolescent; Applied Research; Brain; COVID-19; Child Health; Clinical; Clinical Research; Color; Complement; Complex; Data; Development; Discipline; Discrimination; Distal; Distance Learning; Evaluation; Exposure to; Future; Health; Health Disparities Research; Hybrids; Interdisciplinary Study; Intervention Studies; Knowledge; Lead; Learning; Life; Longevity; Longitudinal Studies; Mediating; Medical; Modeling; Neurites; Neurobiology; Outcome; Pathway interactions; Performance; Policies; Poverty; Process; Psychologist; Psychopathology; Race; Research; Research Personnel; Research Training; Risk; Risk Factors; School Drop-Outs; Schools; Stress; Student Dropouts; Students; Suspensions; Testing; Theoretical model; Time; Training; Trauma; United States; Violence; Youth; base; brain volume; childhood adversity; cognitive development; coping; density; educational atmosphere; executive function; experience; falls; health disparity; improve minority health; improved; interdisciplinary approach; knowledge base; minority children; minority health disparity; minority stress; neurobiological mechanism; pandemic disease; perceived discrimination; programs; racial and ethnic disparities; racial disparity; skills; social structure; stressor; theories

Project Summary/Abstract Educational attainment is a health disparities issue. School dropout is one of the strongest predictors of health disparities across the lifespan, and improving educational outcomes has the potential to save eight times more lives than medical advances. Dropping out of school is the culmination of a longer process of school disengagement that starts much earlier in development. Fortunately, school disengagement is a modifiable health determinant. However, a clearer understanding of the complex interactions among multiple, upstream risk factors for school disengagement is needed to guide the development and evaluation of school-based programming aimed at reducing distal health disparities. Exclusionary disciplinary practices (EDPs) in schools, such as detentions and suspensions, are consistently associated with school disengagement. They are also disproportionately used against students of color, which may lead to perceived discrimination and further school disengagement, underscoring the notion that EDPs can be a form of race-based trauma. Due to structural and institutional inequities, minority youth are also at increased risk for experiencing childhood adversity, and mounting evidence suggests that experiencing childhood adversity lowers tolerance to coping with later stressors. Thus, experiencing an EDP may be particularly harmful among minority youth previously exposed to childhood adversity. Neurobiological functioning associated with childhood adversity may partially explain this process. Guided by theories of neurobiological and minority stress, the specific research aims of the proposed project include: 1) Determining whether discrimination mediates the associations between EDPs and school disengagement; 2) Examining whether childhood adversity moderates the associations between EDPs, discrimination, and school disengagement; 3) Examining whether neurobiological factors associated with childhood adversity moderate the associations between EDPs, discrimination, and school disengagement; and 4) Exploring how COVID-19 and remote-learning environments influenced the associations between EDPs, discrimination, and school disengagement. This K01 proposal will be achieved by leveraging data from the ongoing Adolescent Brain Cognitive Development (ABCD) Study, a ten-year longitudinal study examining brain development and child health among 11,878 youth within the United States. To build upon my expertise in developmental psychopathology, I require advanced training in (1) neurobiological sciences applied to childhood adversity; (2) quantitative analyses related to longitudinal, finite mixture modeling; (3) school-based determinants of health and their associations with minority health and health disparities; (4) addressing social and structural inequities within clinical, research, and academic settings; and (5) achieving scientific independence as a health-disparities researcher. This project complements my previous training as a clinical psychologist and will enable me to pursue a future line of independent, health disparities research using a neurobiological, trauma-informed, school-based framework.

项目总结/摘要 教育程度是一个健康差距问题。辍学是健康状况最强的预测因素之一 在整个生命周期中的差异，提高教育成果有可能节省八倍以上 比医学进步更重要。辍学是一个较长的上学过程的顶点 在发育的早期就开始脱离接触。幸运的是，学校脱离是一个可以改变的 健康决定因素然而，更清楚地了解多个上游 学校脱离的风险因素需要指导校本课程的开发和评估， 旨在减少远端健康差距的方案。学校中的排斥性纪律做法， 例如拘留和停学，总是与学校脱离有关。他们也是 不成比例地用于反对有色人种的学生，这可能会导致感知歧视，并进一步 学校脱离接触，强调EDPs可能是一种基于种族的创伤。由于 由于结构和体制上的不平等，少数群体青年经历童年的风险也在增加。 越来越多的证据表明，经历童年的逆境会降低应对的容忍度。 后来的压力。因此，经历EDP可能对以前的少数民族青年特别有害 童年时遭遇不幸与童年逆境相关的神经生物学功能可能部分 解释这个过程。在神经生物学和少数民族应激理论的指导下， 建议的项目包括：1）确定歧视是否介导了EDPs之间的关联 和学校脱离; 2）检查童年逆境是否会调节 EDPs，歧视和学校脱离; 3）检查神经生物学因素是否与 童年逆境缓和EDPs，歧视和学校脱离之间的关联; 和4）探索COVID-19和远程学习环境如何影响 EDPs，歧视和学校脱离。本K 01提案将通过利用来自 正在进行的青少年大脑认知发展（ABCD）研究，一项为期十年的纵向研究， 大脑发育和儿童健康在11，878美国青年。利用我的专业知识 在发展精神病理学，我需要在（1）神经生物学科学应用于高级培训， 儿童期逆境;（2）与纵向有限混合模型相关的定量分析;（3）校本 健康的决定因素及其与少数群体健康和健康差距的关系;（4）解决社会问题， 临床、研究和学术环境中的结构性不平等;（5）实现科学 作为一名健康差异研究者的独立性。这个项目补充了我以前作为临床医生的培训。 心理学家，并将使我能够追求一个独立的未来线，健康差异研究使用 神经生物学，创伤信息，以学校为基础的框架。