Abstract

Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated schoolwide practices. Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework’s tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities.

摘要

解决学校纪律中的种族差异是美国学校面临的一个紧迫而普遍的问题。在学校纪律实践中改善种族公平的一种方法是增强经实证验证的全校实践的情境契合度。全校积极行为干预和支持 (SWPBIS) 是一种广泛实施且经过研究验证的方法，已证明可以改善行为和学业成果，但有证据表明，有色人种学生在实施 SWPBIS 框架的学校中仍然受到不成比例的纪律处分。情境契合是 SWPBIS 的核心原则，但在实践中，学校可能缺乏使用框架的第 1 层核心实践来提高公平性的有效策略。本文描述了旨在减少学校纪律差异的通用学校实践的有希望的改进。