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    The big picture of effectiveness studies on homelessness
    The Centre for Homelessness Impact and Campbell have published the first edition of a 'Global evidence and gap map of effectiveness studies on homelessness'. In the latest Campbell blog post, Howard White explains why the map is an important building block for the evidence architecture.

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    For young people who have committed minor crimes, police-led diversion should be the default
    David B. Wilson, Iain Brennan and Ajima Olaghere have written the review. Read their blog article and learn about what works in police interaction with low-risk youths. "An arresting officer often has discretion in how they deal with the young person: charge them with a crime and push them into the criminal justice system or offer them a ‘diversion’, such as a verbal warning or a referral to a support service."

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  • Learn about the John Westbrook Memorial Fund

    Supporting knowledge translation and implementation
    John Westbrook was a leading disability researcher active in promoting the use of evidence. His bequest to Campbell to support our work in the area of knowledge translation has been used to create the John Westbrook Memorial Fund. This fund will support the John Westbrook Award which is awarded annually in recognition of outstanding contributions to knowledge translation, and the dissemination and implementation of evidence.

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  • GEIS 2018 is open for early-bird registration

    Global Evidence and Implementation Summit 2018
    GEIS 2018 is a global, cross-sector event featuring speakers and presentations from around the world, and from a broad range of sectors. Join us in Melbourne, Australia, 22-24 October. Are you eligible for a bursary? Nationals of a developing country, who live and work in that country and have their abstract accepted, can apply for a bursary from 15 June.

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Featured Review

boySchool-based interventions for reducing disciplinary school exclusion by Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland.

School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students’ misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). 

School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs. Interventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. 

What is this review about?

This Campbell systematic review examines the impact of interventions to reduce exclusion from school. The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK.

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