Report
Evidence-Based Practices to Reduce Racial Inequality in School Discipline. Overview Brief #40
| Τίτλος: | Evidence-Based Practices to Reduce Racial Inequality in School Discipline. Overview Brief #40 |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Rebecca Cruz, Rachel McClam, Sarah Caroleo, EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, Johns Hopkins University |
| Πηγή: | EdResearch for Action. 2026. |
| Διαθεσιμότητα: | EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Reports - Descriptive |
| Descriptors: | Evidence Based Practice, Racial Differences, Racism, Discipline, African American Students, American Indian Students, Hispanic American Students, Restorative Practices, Positive Behavior Supports, Intervention, Mental Health Programs, Teacher Student Relationship, Culturally Relevant Education, Sense of Belonging, Suspension, Accountability, Equal Education |
| Περίληψη: | This brief synthesizes research on how schools and districts can reduce racial inequities in school discipline, with a particular focus on reducing the use of exclusionary discipline practices such as suspensions and expulsions. It highlights the persistent and well-documented disparities in disciplinary outcomes for Black, Indigenous, Latine, and other marginalized student groups, explores the historical, structural, and interpersonal factors that contribute to these inequities, and examines why many discipline reforms fail to produce lasting change. Drawing on both experimental and descriptive research, the brief outlines evidence-based practices that can reduce disciplinary disparities, including using disaggregated discipline data for continuous improvement, revising discipline codes to limit subjective offenses, implementing restorative justice and equity-focused Positive Behavioral Interventions and Supports (PBIS), increasing access to school-based mental health professionals, strengthening teacher-student relationships, providing individualized coaching on culturally responsive practices, and fostering students' sense of belonging. The brief also identifies common approaches that are less effective, such as one-time anti-bias trainings or suspension reduction policies that are not paired with explicit equity-focused implementation and accountability measures. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED681712 |
| Βάση Δεδομένων: | ERIC |
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