Delinquency is associated with poor academic performance, dropping out of school and dropping out of school at a young age. Some pedagogical practices can exacerbate these problems. Available research on rank retention and tracking and disciplinary practices of suspension and expulsion shows that these measures have negative rather than positive effects. For students who already have academic difficulties, the follow-up and retention of grades has been found in order to continue to affect their academic performance. In addition, follow-up does not appear to improve the academic performance of high-track students compared to similar students in schools that do not use follow-up. Suspension and expulsion refuse to educate in the name of discipline, but these practices have not proven effective in reducing the school`s reprehensible behaviour. Little is known about the impact of this policy on other students in the school. Because policy disproportionately affects minorities, these policies may unintentionally reinforce negative stereotypes. The likelihood of being suspended is uneven between students.

Municipal students have the highest suspension rates, suburban students have the second highest rates and lowest rates (Wu et al., 1982). Suspension rates also vary according to gender, race, socio-economic background and family characteristics. Men at all grades and education levels are about three times more likely than women. Landing gear prices also vary by race. Statistics show that minority students are disproportionately suspended in relation to their share of the population and their share of misbehaviour, and that these racial differences have the greatest impact on black students; Their suspension rate is more than twice that of other ethnic groups, including whites, Hispanics and Asians (Williams 1989). In addition, black students are likely to face heavier forms of suspension than other students, even for similar behaviors requiring disciplinary action. In one study, for example, white students were more likely to be suspended than outside school, while the reverse model applied to black students who had broken school rules (McFadden et al., 1992). This difference in treatment also exists when factors such as poverty, behaviour and attitudes, academic outcomes, parental attention and school leadership are taken into account.

Students at the lower socio-economic spectrum are generally more often suspended. Many suspended students come from single-parent families where parents had less than one grade 10 education. Faced with this theoretical basis, we should now examine empirical research that indicates that exposure to child media violence has short- and long-term effects on the stimulation of aggression and violence among spectators. Most of this research is on television, movies and video games, but from the theory above, we can see that the same effects should occur on violence, which should be posted on different websites (. B for example, multi-person, video messaging sites, chat rooms) and on mobile phones or computers.

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