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

项目摘要/摘要 受教育程度是一个健康差距问题。辍学是健康的最有力的预测因素之一 一生中的差异，以及教育结果的改善，有可能节省八倍以上的资金 生命比医学进步更重要。辍学是一个更长的学校过程的顶峰 在发展的更早阶段就开始脱离。幸运的是，学校的脱离是一种可以修改的 健康决定因素。然而，更清楚地了解多个上游的复杂相互作用 需要学校脱离的风险因素来指导校本课程的发展和评估 旨在减少远端健康差距的方案。学校中的排他性纪律做法(EDP)， 拘留和停学等行为一直与学校脱节联系在一起。他们也是 不成比例地对有色人种学生使用，这可能会导致感知到的歧视，并进一步 学校脱节，强调了EDP可能是一种基于种族的创伤。由于 在结构性和体制性不平等的情况下，少数族裔青年经历童年的风险也增加了 逆境，越来越多的证据表明，经历童年的逆境会降低应对的耐受性 以及后来的压力源。因此，在以前的少数民族青年中，经历EDP可能特别有害 暴露在童年的逆境中。与童年逆境相关的神经生物学功能可能部分 解释这一过程。在神经生物学和少数应激理论的指导下， 拟议的项目包括：1)确定歧视是否调解了环境保护方案之间的联系 和学校脱离；2)研究童年逆境是否缓和了 EDP、歧视和学校疏离；3)检查神经生物学因素是否与 儿童时期的逆境缓和了EDP、歧视和学校脱离之间的联系； 以及4)探索新冠肺炎和远程学习环境如何影响 EDP、歧视和学校脱节。此K01提案将通过利用以下数据实现 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 对11878名美国青年进行了大脑发育和儿童健康调查。以我的专业知识为基础 在发展精神病理学方面，我需要(1)神经生物科学应用于 童年逆境；(2)与纵向、有限混合建模相关的量化分析；(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联系；(4)解决社会问题 和临床、研究和学术环境中的结构性不平等；以及(5)实现科学 作为一名健康差距研究人员的独立性。这个项目是对我之前的临床培训的补充 心理学家，并将使我能够在未来的一系列独立的健康差距研究中使用 神经生物学，创伤信息，以学校为基础的框架。

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.