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Student Discipline Problems and the Transition From Elementary to Middle School

The University of Tennessee

^* To whom correspondence should be addressed. E-mail: mtheriot{at}utk.edu.

	Abstract

The transition from elementary to middle school is difficult for many students. However, the association between such transitions and changes in the types and frequencies of student discipline problems has not been adequately investigated. Using data from two school years, infractions and dispositions for all 5th-grade students (N = 4,196) from one school district are followed from the final year of elementary school through the first year of middle school. Results show a substantial increase in reported student discipline problems and the use of inschool suspension in middle school. This increase is most dramatic for subjectively defined infractions like "class disturbance" and "failure to follow rules" compared to more concrete, objective infractions. Implications for educators and school administrators are discussed.

First published on November 6, 2009
Education and Urban Society 2009, doi:10.1177/0013124509349583


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