{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T22:36:22Z","timestamp":1787697382659,"version":"build-2784847793"},"reference-count":34,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2024,4,17]],"date-time":"2024-04-17T00:00:00Z","timestamp":1713312000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of School Health"],"published-print":{"date-parts":[[2024,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>BACKGROUND<\/jats:title><jats:p>School discipline has potential life\u2010long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults.<\/jats:p><\/jats:sec><jats:sec><jats:title>METHODS<\/jats:title><jats:p>Disabled adult perspectives (N\u2009=\u20099) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace\u2010Power versus Power\u2010Over\u2010Powers involve actions\/behaviors reflecting critical emancipation or oppression of those in power.<\/jats:p><\/jats:sec><jats:sec><jats:title>RESULTS<\/jats:title><jats:p>Eight peace\u2010power versus power\u2010over themes emerged: \u201chumiliating,\u201d \u201cthreatening,\u201d \u201cescaping,\u201d \u201cobserving,\u201d \u201cavoiding,\u201d \u201cdiverging,\u201d \u201cisolating,\u201d and \u201cfailing.\u201d<\/jats:p><\/jats:sec><jats:sec><jats:title>IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY<\/jats:title><jats:p>Disabled students can experience oppressive power\u2010over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social\u2010emotional learning, and inclusion.<\/jats:p><\/jats:sec><jats:sec><jats:title>CONCLUSIONS<\/jats:title><jats:p>Classroom discipline can represent emancipatory peace\u2010power or oppressive power\u2010over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.<\/jats:p><\/jats:sec>","DOI":"10.1111\/josh.13462","type":"journal-article","created":{"date-parts":[[2024,4,18]],"date-time":"2024-04-18T03:54:55Z","timestamp":1713412495000},"page":"1069-1078","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Past School Discipline Experiences: Perspectives of Disabled Adults"],"prefix":"10.1111","volume":"94","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0383-5399","authenticated-orcid":false,"given":"Hannah E.","family":"Fraley","sequence":"first","affiliation":[{"name":"University of Nevada, Las Vegas  Las Vegas NV"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gordon","family":"Capp","sequence":"additional","affiliation":[{"name":"California State University Fullerton  Fullerton CA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,4,17]]},"reference":[{"key":"e_1_2_6_2_1","unstructured":"United States Department of Education.Individuals with Disabilities Education Act of 2004;2004. 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CRS Report Prepared for Members of Congress;2020. Available at:https:\/\/crsreports.congress.gov\/product\/pdf\/R\/R46566. Accessed October 31 2023."},{"key":"e_1_2_6_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ssresearch.2021.102667"},{"key":"e_1_2_6_13_1","unstructured":"Government Accountability Office.K\u201012 Education: Discipline disparities for black students boys and students with disabilities (GAO\u201018\u2010258);2018. Available at:https:\/\/www.gao.gov\/products\/GAO. 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