Amidst a decline in exclusionary school discipline, the current study asks how a more holistic set of school discipline practices are associated with emerging adult well-being. We use original survey data from over 700 college-educated emerging adults to show that this sample can be categorized into three groups with unique school disciplinary histories—those who received minimal discipline, those who received primarily school-managed discipline, and those who received intensive discipline. These groups were distinguishable not just on the severity or exclusionary nature of discipline but also the involvement of parents, police, or support staff (e.g., counselors). After accounting for selection into these groups, we find that emerging adults with histories of both school-managed and intensive discipline reported lower well-being than their minimally-disciplined counterparts. Such findings demonstrate the reach of school discipline even to this relatively privileged sample and the need to think about discipline and its potential consequences more expansively.

中文翻译：

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青少年学校纪律和受过大学教育的新兴成年人的福祉

在排斥性学校纪律减少的情况下，当前的研究探讨了一套更全面的学校纪律实践如何与新兴成人福祉相关。我们使用来自 700 多名受过大学教育的新兴成年人的原始调查数据来表明，该样本可以分为三类具有独特学校纪律历史的群体：受到最低限度纪律处罚的群体、主要受到学校管理纪律处罚的群体以及受到强化纪律处罚的群体。纪律。这些群体的区别不仅在于纪律的严重性或排他性，还在于父母、警察或支持人员（例如辅导员）的参与。在考虑了这些群体的选择后，我们发现，有过学校管理和强化纪律历史的新兴成年人的幸福感低于那些受到最低限度纪律约束的成年人。这些发现表明，学校纪律甚至对这个相对享有特权的样本也具有影响力，并且需要更广泛地思考纪律及其潜在后果。