Longitudinal patterns of special education/inclusive classroom placement of children with conduct problems: Correlates and risk of school dropout

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Garon-Carrier G, Martin-Storey A, *Cloutier G, Fitzpatrick C, Lapalme M, Déry M. (2025). Longitudinal patterns of special education/inclusive classroom placement of children with conduct problems: Correlates and risk of school dropout. Canadian Journal of School Psychology, 40(2), 139-153.

Résumé

Conduct problems are among the most common reasons of referral to special education services and placement in special classrooms. Students with conduct problems are at a high risk of school dropout. However, little is known about the association between placement in special classrooms and the risk of school dropout for students with conduct problems. We employed data from a longitudinal study of students with conduct problems who were receiving special education services in special or in inclusive classrooms at study entry (N = 302). Five patterns of placement in special (vs. inclusive) classrooms were identified. Higher academic performance and receptive vocabulary, and lower externalizing problems reduce the odds of persistent placement in special classrooms. Students with a persistent or delayed placement had higher risk of school dropout in comparison to students with no placement history. Students in special classrooms at study entry did not have a greater risk of school dropout if they later transitioned to inclusive classrooms. Strengthening the academic performance and receptive vocabulary of students with conduct problems could prevent placement in special classrooms. Limiting persistent and delayed placement in special classrooms may decrease the risk of school dropout among students with conduct problems.

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