The Discipline Disparities: Research-to-Practice Collaboration recently released a series of briefing papers covering policies, interventions, and research aimed at reducing disparities in school discipline. The collaboration consists of 26 researchers, advocates, policy, analysts and educators working towards reducing discipline disparities in schools. The papers summarize new research, evidence-based approaches to discipline, and recommendations to address the alarming disparities in American schools.
The first paper in the series provides an overview of discipline disparities and the negative outcomes associated with excessive discipline. Exclusionary discipline or punitive measures that remove youth from school place them at an increased risk for negative outcomes such as lower academic achievement, increased risk of drop-out, and a higher likelihood of involvement with the juvenile justice system. Excessive discipline does not make schools safer; in fact schools with harsher, more punitive discipline measures are often less safe.
Research over the past forty years has shown that LGBTQ and minority youth and youth receiving special education services have been disproportionately affected by exclusionary discipline. Discipline disparities only further exclude these historically marginalized groups and place them at high risk of negative educational and social outcomes and further marginalization.
Many school districts have recognized the need for reformed discipline practices, including the Madison School District’s recent adoption of a new discipline policy. But, the pervasive and alarming disparities that continue to exist in Wisconsin and nationwide are a call for action. Stay tuned for more blog posts on this series that address solutions and reforms to combat disparities and help youth stay in school and on track to a successful future.
Emily Bergmann
