Systematic review of the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools

• Published in: Journal of school psychology Vol. 106; p. 101327
• Main Authors: Weeks, Mollie R., Sullivan, Amanda L.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Ltd 01.10.2024
• Subjects: Child; Discipline disproportionality; Educational equity; Exclusionary discipline; Humans; Implementation; School-wide positive behavior supports; Schools - statistics & numerical data; Students - statistics & numerical data; United States; United States; Educational equity; School-wide positive behavior supports; Exclusionary discipline; Discipline disproportionality; Implementation
• ISSN: 0022-4405; 1873-3506; 1873-3506
• DOI: 10.1016/j.jsp.2024.101327

In response to patterns of educational inequity, many schools implement system-wide behavioral frameworks to reduce exclusionary discipline. School-wide positive behavior supports (SWPBS) is one such framework that seeks to support socially appropriate behavior by enhancing the capacity of schools to implement research-validated practices. However, there remains to be a systematic analysis of the extent to which SWPBS improves educational equity by reducing disparities in exclusionary discipline. The purpose of the systematic review was to evaluate research on the association of SWPBS with exclusionary discipline and racial discipline disproportionality. In total, 42 articles met the full inclusion criteria of a literature search conducted between 2018 and 2020. Study results were mixed regarding whether SWPBS was associated with reductions in exclusionary discipline and only a few studies provided evidence that SWPBS helps reduce exclusionary discipline disproportionality. Limitations of this research signal a need for attention to both data disaggregation and root causes of continued disproportionate discipline practices.