Keep them so you can teach them: Alternatives to exclusionary discipline

• Published in: International public health journal Vol. 8; no. 2; p. 169
• Main Authors: McNeill, Kevin F, Friedman, Bruce D, Chavez, Camila
• Format: Journal Article
• Language: English
• Published: Hauppauge Nova Science Publishers, Inc 01.04.2016
• Subjects: Academic failure; Alternatives; Attention deficit hyperactivity disorder; Behavior; Disability; Education; Learning; Learning disabilities; Public schools; Researchers; School discipline; School districts; School environment; Social workers; Students with disabilities; Teachers; United States > US; Kern County California; California
• ISSN: 1947-4989; 2374-1023

Exclusionary discipline (expulsion and suspension) practices to reduce undesired behaviors have been the mainstay disciplinary practice in schools. The problem is that exclusionary discipline creates a negative school climate that has negative consequences to all students, especially those receiving them, and also creates a value conflict with educational doctrine. Further, minority students are disproportionately the recipients of these exclusionary discipline practices. A comprehensive literature review revealed two possible alternatives: Restorative Justice (RJ) and Positive Behavior Interventions and Supports (PBIS). Each alternative was contrasted with the current exclusionary discipline approach. Potential outcomes as well as approaches to cultural responsive practices that address the disproportionality of high numbers of students of color were addressed. Outcomes suggest that implementation of either intervention would improve the educational climate and enhance student educational outcomes. Additionally, Peer Mediation (PM), a student-driven approach, compliments aspects of both RJ and PBIS, and may be beneficial as an ancillary to either. Preliminary results suggest substantial health benefits are associated with both PBIS and RJ. Further, replacing the punitive model with either intervention has consistently resulted in dramatic decreases in suspensions (50-80% decrease within approximately one month to a school year), and effectively addresses minority expulsion and suspension disproportionality issues. Differences in how these approaches target undesired behavior suggest that the application of selected portions of each may be particularly effective, and is worth serious consideration.