Abstract

Exclusionary discipline is commonly employed in U. S. schools and disproportionately affects students of color. This article describes current approaches to discipline and contextualizes these approaches historically with particular attention to racial dynamics and violence. We identify the harmful effects of exclusionary discipline and describe efforts to move schools away from exclusionary approaches through school-wide positive behavioral intervention supports, social emotional–learning, and restorative practices. We identify limitations of current discipline reform efforts that are hampering progress toward equitable schooling. We explicate the need for integrative and comprehensive culturally responsive approaches to positive student development that are equity oriented and identify implementation challenges and tools for addressing these challenges.

Impact Statement

The paper guides practitioners in evaluating whether their own school discipline reform efforts have promise or pitfalls for substantially reducing disparities. Practitioners are urged to consider the degree to which their discipline reform efforts may (a) ignore institutional oppression, (b) profess cultural neutrality, (c) neglect to integrate robust social, emotional, and behavioral supports, and (d) fail to include equitable access to academic rigor and challenge. The paper then offers practitioners directions for developing integrative, equity-oriented, and culturally responsive approaches to change.

摘要

美国学校普遍采用排他性纪律，对有色人种学生的影响不成比例。本文描述了当前的纪律处分方法，并在历史上将这些方法置于背景下，特别关注种族动态和暴力。我们确定了排他性纪律的有害影响，并描述了通过全校积极行为干预支持、社会情感学习和恢复性实践使学校摆脱排他性方法的努力。我们发现当前学科改革努力的局限性阻碍了公平教育的进展。

影响声明

该论文指导从业者评估他们自己的学校学科改革努力是否有望大幅减少差距。敦促从业者考虑他们的学科改革努力在多大程度上可能 (a) 忽视制度压迫，(b) 声称文化中立，(c) 忽视整合强大的社会、情感和行为支持，以及 (d) 未能包括公平获得学术严谨性和挑战。然后，本文为实践者提供了发展综合性、公平导向和文化响应性变革方法的方向。