School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students’ social and behavioral outcomes in school. Results from a literature review conducted nearly a decade ago indicated that there was, at that point, a paucity of empirical research related to considering students’ culture (e.g., race, ethnicity) and supporting school behavior. The purpose of this study is to replicate and expand the previous review to summarize the characteristics of the most recent school-based quantitative research addressing interventions to promote social and behavioral outcomes for racially and ethnically minoritized youth. We screened 1687 articles for inclusion in the review. Upon coding 32 eligible research studies, we found that intervention and implementer characteristics within these studies varied, but noted strong intervention effects in studies that included established evidence-based practices, adapted interventions, as well as new practices piloted with student participants. Results inform recommendations to continue to study interventions that promote positive social and behavioral outcomes for racially and ethnically minoritized students to disrupt a long history of subjection to exclusionary discipline disproportionately.

长期以来，学校纪律失调已在教育研究中得到记录，主要影响到黑人/非裔美国人和非白人的西班牙裔/拉丁裔学生。作为回应，联邦政策制定者鼓励教育工作者改变他们的纪律做法，强调更多主动的支持对于促进学生在学校的社会和行为成果至关重要。近十年前进行的文献综述的结果表明，当时缺乏与考虑学生的文化（例如种族，种族）和支持学校行为有关的实证研究。这项研究的目的是复制和扩大以前的评论，以总结最近的基于学校的定量研究的特征，这些研究涉及干预措施，以促进种族和族裔少数民族青年的社会和行为结果。我们筛选了1687篇文章，将其纳入评价。通过对32项合格的研究进行编码，我们发现这些研究中的干预和实施者特征各不相同，但是注意到在研究中产生了强大的干预效果，其中包括已建立的循证实践，适应性干预以及以学生参与者为首的新实践。