Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Julianne Wenner
Committee Member
Shanita Anderson
Committee Member
Jacquelynn Malloy
Committee Member
Amanda Rumsey
Abstract
While the negative implications of assignment to exclusionary discipline have been well-documented by the existing literature, assignments of in school and out of school suspensions remain commonplace. This three-manuscript dissertation is organized as follows: Manuscript #1 describes the gap in the current literature around the application of the body of research on building resilience in adolescents in the classroom to lessen the impact of an experience of exclusionary discipline; Manuscript #2 determines changes in teacher perspectives towards the resilience of their students following participation in a series of professional development sessions on building resilience in the classroom upon the re-entry of a student from an assignment of exclusionary discipline; finally, Manuscript #3 describes the experience of students returning to classroom communities following assignments of exclusionary discipline. Informed by the Social Ecology of Resilience Theory (SERT), these manuscripts will identify the need for additional study on the use of classroom communities to serve as social ecologies to support the resilience of adolescent students, enlighten teachers as to the reciprocal nature of resilience within communities, and give voice to the student experience of overcoming the adversity of an assignment of exclusionary discipline and subsequent forced removal from the classroom community intended to offer support.
Recommended Citation
Burvenich, Nan, "Building Resilience in the Classroom After Exclusionary Discipline" (2026). All Dissertations. 4346.
https://open.clemson.edu/all_dissertations/4346
Author ORCID Identifier
https://orcid.org/0009-0003-4803-0743