To reduce student suspensions, teachers should try being more empathetic

Science ◽  
2016 ◽  
Author(s):  
Emily Underwood
Keyword(s):  
Student Suspensions

The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication

2019 ◽  
Vol 46 (1) ◽  
pp. 42-53
Author(s):  
Nicholas A. Gage ◽  
Nicolette Grasley-Boy ◽  
Michael Lombardo ◽  
Lucas Anderson
Keyword(s):  
School Dropout ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Interventions ◽  
School Suspension ◽  
Justice Research ◽  
Positive Behavior Interventions ◽  
School Based ◽  
Increased Risk ◽  
Student Suspensions

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

Due Process for Student Suspensions

1990 ◽  
Vol 74 (524) ◽  
pp. 95-98
Author(s):  
Perry A. Zirkel ◽  
Ivan B. Gluckman
Keyword(s):  
Due Process ◽  
Student Suspensions

scholarly journals Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents

2016 ◽  
Vol 113 (19) ◽  
pp. 5221-5226 ◽  
Author(s):  
Jason A. Okonofua ◽  
David Paunesku ◽  
Gregory M. Walton
Keyword(s):  
At Risk Students ◽  
Life Outcomes ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Suspension Rates ◽  
Student Suspension ◽  
Randomized Field Experiment ◽  
Student Suspensions

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention.

Due Process in Student Suspensions and Expulsions

1997 ◽  
Vol 81 (587) ◽  
pp. 102-104
Author(s):  
Perry A. Zirkel ◽  
Ivan B. Gluckman
Keyword(s):  
Due Process ◽  
Student Suspensions

scholarly journals A Culture of Success—Examining School Culture and Student Outcomes via a Performance Framework

2016 ◽  
Vol 5 (1) ◽  
pp. 114
Author(s):  
Matthew Ohlson ◽  
Anne Swanson ◽  
Andrea Adams-Manning ◽  
Anna Byrd
Keyword(s):  
Public Schools ◽  
Educational Leadership ◽  
School Culture ◽  
Teacher Quality ◽  
Teacher Collaboration ◽  
Valuable Insight ◽  
Student Attendance ◽  
Teacher Input ◽  
Student Suspensions ◽  
Culture Of Success

<p>This study is a report of the relationship between a collaborative school culture, teacher quality and the influence these variables have upon student attendance and suspensions. The research is based upon data gathered from 50 public schools throughout the southeastern United States. Surveys were administered to examine teacher quality characteristics, elements of educational leadership, and components of a collaborative school culture. Data were analyzed in relation to teacher input characteristics such as certification, years teaching, percentage teaching out of field, and highest degree obtained. The findings revealed that as teacher collaboration increased, the model predicted that student suspensions would decrease by 6.709%. In addition, the model predicted that when the percentage of out-of-field teachers within a school increased, student suspensions would decrease by 0.16%. Finally, as the percentage of non-certified teachers within a school increased, the student suspension percentage increased by .22%. The findings offer valuable insight into the characteristics of quality teaching and school culture that demonstrate the greatest impact on student attendance and suspensions and may influence educational policy, teacher training, educational leadership, and school reform initiatives.</p>

STUDENT SUSPENSIONS AND EXPULSIONS

1979 ◽  
Vol 17 (4) ◽  
pp. 526-531
Author(s):  
RONALD M. SINGER
Keyword(s):  
Student Suspensions

Restorative Practices Help Reduce Student Suspensions

2018 ◽  
Author(s):  
Catherine Augustine ◽  
John Engberg ◽  
Geoffrey Grimm ◽  
Emma Lee ◽  
Elaine Wang ◽  
...  
Keyword(s):  
Restorative Practices ◽  
Student Suspensions

Effective Counseling Strategies for Supporting Long-Term Suspended Students

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Janet L. Johnson ◽  
Eric Sparks ◽  
Rita G. Lewis ◽  
Kris Niedrich ◽  
Mary Hall ◽  
...  
Keyword(s):  
North Carolina ◽  
School System ◽  
Academic Failure ◽  
Outcome Data ◽  
Public School System ◽  
Student Outcome ◽  
Counseling Services ◽  
Student Suspensions ◽  
Effective Counseling

Long-term suspended (LTS) students are barred from the school system for lengthy periods, leaving them at risk of academic failure and vulnerable from lack of services. A program in a North Carolina public school system provided counselors to work with each LTS student. Outcome data were analyzed to determine the effectiveness of counseling services offered during student suspensions and after students reentered school. Strategies facilitating student reenrollment in school are identified.

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