Up the Down Escalator? Examining a Decade of School Discipline Reforms
Richard O. Welsh
Elsevier: Children and Youth Services Review
April 2023
Citation:
Welsh, R.O. (2023). Up the Down Escalator? Examining a Decade of School Discipline Reforms. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2023.10696
Rights:
© 2023. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/
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Abstract
Racial inequality in exclusionary discipline is one of the salient educational equity challenges facing educational stakeholders in the United States (U.S.). This study synthesizes recent empirical evidence (2010–2022) on the effectiveness of school discipline reforms in the U.S. Although the overall use of exclusionary discipline has declined in the past decade, a growing number of studies indicate that the benefits of policy and programmatic changes are not greater for African American students. Thus, racial disparities in office discipline referrals (ODRs) and suspensions remain, with a few notable exceptions. Several recommendations emerge for educational policymakers and leaders contemplating school discipline reforms that lower ODRs for African American students including: a) rejecting race-neutral school discipline reforms and strategically coordinating various alternative approaches to exclusionary discipline such as policy changes and programmatic investments, b) prohibiting suspensions for attendance-related infractions, c) investing in the fidelity of the implementation of school-based programs such as Restorative Justice and Positive Behavioral Interventions and Supports and complementing these programs with school mental health, and d) investing in developing an empathic mindset, coaching, and professional development in classroom management and culturally responsive practices for educators.
Keywords
School discipline; Exclusionary discipline; Educational equity; Suspensions; Behavior; Restorative justice
