Schools have the task of maintaining order and safety in the classroom while ensuring that all students learn and achieve. While it is no easy task, schools can begin to take steps or renew efforts in evaluating and correcting their student disciplinary policies and practices by committing to do the following, non-exhaustive actions (U.S. Departments of Justice and Education, 2014).

 

• Examine disaggregated data by racial, gender, language, and disability subgroups at the teacher, grade, school and school district levels.

• Examine each type of discipline referral at the teacher, grade, school and school district levels.

• Examine data for students found to have been disciplined more than once to detect any patterns.

• If certain data are missing or not available, take steps to begin properly recording and maintaining the data.

• Create a task force that includes students, parents, teachers, counselors, support staff, administrators, board members, community members, and school resource/law enforcement officers (if required to assist with student discipline) to examine the data, school discipline policies, and supports and interventions.

• Survey students, teachers, counselors, support staff and the community about school climate.

• Conduct public hearings on the findings of the task force.

• Ensure school discipline policies and expectations are clear, fair and equitable for all students and student groups and that policies are founded on restorative justice and positive behavioral intervention support principles.

• Reduce the loss of learning time by limiting school suspensions to the most extreme behaviors and actions, such as inflicting serious bodily harm and possession of illegal weapons and illegal drugs that are accompanied by intent.

• Create a plan to improve student-teacher and teacher-parent communications and relationships.

• Develop a training and information program for students and community members that explains the school discipline policies and student expectations in an age appropriate, easily understood manner.

• Provide training on implementing discipline policies in a nondiscriminatory manner and classroom management for all support staff, teachers, counselors, and administrators.

• Provide high quality training to teachers, support staff, counselors, and administrators on detecting implicit bias, developing cultural competency, and becoming aware of civil rights laws and federal guidance related to fair and effective school discipline.

• Consistently monitor and evaluate the implementation and impact of disciplinary practices to identify areas needing improvement and to ensure nondiscriminatory and equitable practices and policies are at work.

• At least annually, conduct a forum that provides students, support staff, teachers, counselors, and administrators the opportunity to discuss matters relating to discipline and provide input on the school’s policies.

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State leaders also can revisit their laws and regulations to ensure they are not explicitly or implicitly requiring, perpetuating or authorizing school discipline policies that result in unfair and racially disproportionate policies. Several resources are available to assist states and school districts, including IDRA’s South Central Collaborative for Equity, regional equity assistance centers in your area, and the U.S. Department of Education Office for Civil Rights.

David Hinojosa, J.D., is IDRA‘s National Director of Policy and Director of South Central Collaborative for Equity. comments and questions may be directed to him via email at david.hinojosa@idra.org.