The relationship between race/ethnicity and early identification of an emotional behavioral disorder and arrest outcomes

Throughout the last two decades, schools have encouraged early identification of students with, or at risk for, emotional behavioral disorders (EBD; Conroy et al., 2004), with the assumption being that identification can provide this population with access to services to prevent behavioral difficulties or at least reduce their impact. Students with EBD also typically demonstrate persistent academic failure in schools leading to negative life outcomes, including involvement in the criminal justice system (U.S. Department of Education, 2014). Another important reality is that many racial and ethnic groups are disproportionately identified as having EBD (Cullinan & Kauffman, 2005). Additionally, little research has investigated whether race/ethnicity and the age of identification of an EBD is associated with involvement in the criminal justice system. Using data on students with EBD from the National Longitudinal Transition Study-2, this study used cross tabulations to examine significant differences across demographics and outcomes, and logistic regression analysis was used to understand the relationship between students’ arrest outcomes, and students’ age of identification, along with race/ethnicity of the students. Served as a guide for the development of this study, the Social-Relational Model of disability views disability as a form of social oppression (Thomas, 1999). Students with EBD often experience stigma, which can place limitations on what individuals can and cannot do, and what they can achieve. The Social-Relational Model applies to the current study because it views disability as being rooted in an unequal social relationship, resulting in disadvantage. The model restricts students from achieving certain outcomes, causing negative effects on who they become or what communities with which they are involved (e.g., the criminal justice system). Potentially, the social stigma experienced from being identified as needing special-education services may outweigh the benefits experienced by students with EBD (e.g., receiving evidence-based interventions and support). Findings demonstrated the racial/ethnic categories were not significant (Wald = .353, df = 3, p > .05) and age of youth when they started having problem/disability (Wald = .776, df = 1, p > .05) was not significant. Specifically, findings from this study indicate that race/ethnicity and the age of identification were not significantly related to arrest outcomes, suggesting that identifying students with EBD does not necessarily lead to changes that impact the likelihood of a child being arrested. Therefore, early identification does not appear to improve arrest outcomes; however, more work is needed to understand what other outcomes might be benefitted from early identification of EBD and special education supports.Special Educatio