MERC Publications
Document Type
Research Report
Original Publication Date
2018
Date of Submission
May 2018
Abstract
As a part of the Achieving Racial Equity in School Disciplinary Policies and Practices study from the Metropolitan Educational Research Consortium, this literature brief offers an overview of school discipline interventions in K12 public education. This includes more punitive models that have been used in the past that have contributed to racial disparities in discipline outcomes, including corporal punishment and zero-tolerance policies. Additionally, this brief offers an overview of four prominent alternative approaches to school discipline: Trauma Informed Care, Positive Behavioral Interventions and Supports, Culturally Responsive Positive Behavioral Interventions and Supports, and Restorative Practices. The literature brief offers the history, theory of action, and evidence of effectiveness for each alternative discipline approach and offers a discussion of how to effectively implement them in schools. Implications for the Commonwealth of Virginia are discussed throughout the brief.
Rights
Metropolitan Educational Research Consortium
Is Part Of
VCU MERC Publications
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Urban Education Commons
Comments
As a part of the Achieving Racial Equity in School Disciplinary Policies and Practices study from the Metropolitan Educational Research Consortium, this literature brief offers an overview of school discipline interventions in K12 public education, with a particular focus on the following alternative approaches: Trauma Informed Care, Positive Behavioral Interventions and Supports, Culturally Responsive Positive Behavioral Interventions and Supports, and Restorative Practices.