Remediating Discipline Disparities: Promising Initiatives that Promote Equitable Schools

Abstract

Currently, United States Public Schools face persistent disproportionality in discipline practices wherein students of color, primarily from Black, Latinx, and American Indian backgrounds, experience office discipline referrals, in-school and traditional suspension, and expulsion at much higher rates than White peers. Given that a multitude of harms are experienced by studentswho are subjected to exclusionary discipline and that these discipline gaps represent a deeply concerning pattern of discrimination, it is important that schools and districts change their practices that lead to these gaps. This paper explores factors that are driving discipline disparities as well as some promising programs that have shown success in reducing discipline gaps when they are implemented in schools. It discussesmultiple contributing factors to discipline disparities such as implicit bias, the cultural gap between teachers and students, and exclusionary discipline polices such as zero tolerance. The paper also reviewspromising approaches to achieving more equitable discipline such as professional development opportunities for educators, Positive Behavioral Interventions and Supports (PBIS), and restorative practices (RP).