Challenging or provocative student behavior, such as talking back to the teacher, or disruptive classroom behavior, is an issue for schools around the world. In the Netherlands there is a growing... Show moreChallenging or provocative student behavior, such as talking back to the teacher, or disruptive classroom behavior, is an issue for schools around the world. In the Netherlands there is a growing need for school time-out programs that are meant to cater to the needs of students who have been expelled due to their maladaptive behavior and are not accepted in another school for this same reason. The most common school time-out program in the Netherlands is called Rebound. Rebounds are meant to achieve two goals: (1) care and interventions for students who are referred, and (2) a positive and safe school climate for their non-referred peers. Using comparative empirical approaches, this study focuses on the fit between referred students’ characteristics and the program offered in Rebounds, the effects of Rebound facilities on students’ social adjustment, and the association between leisure activities and school adjustment. Show less
The present study investigated differences between students sent to out-of-school facilities (N = 148), also called rebound facilities, and non-referred students (N = 411), in junior vocational... Show moreThe present study investigated differences between students sent to out-of-school facilities (N = 148), also called rebound facilities, and non-referred students (N = 411), in junior vocational high schools. Self-reports on externalizing and antisocial behaviors were used to compare the two samples. Referred students scored significantly higher on externalizing and antisocial behaviors than non-referred students. After controlling for age, gender, and socio-economic status (SES), an interaction effect between ethnicity and referral status was found, in which differences between referred and non-referred students on externalizing behavior were larger for national students than for immigrant students. No interaction effects were found for antisocial behaviors. In short, immigrant youths were more likely to be referred while reporting less externalizing behavior than their national peers. Practical implications in terms of possible intervention models are discussed. Show less
