Disparities in the use of school discipline by race, gender, and sexual orientation have been well-documented and continue to place large numbers of students at risk for short- and long-term negative outcomes. (Carter et.al, 2014)
The MSAN Disproportionality in School Discipline Working Group has worked over the past several years to identify resources and best practices for eliminating racial disproportionality in school discipline.
We have broken our work into four main areas:
This document is an overview of briefs and research papers with targeted recommendations from the Discipline Disparities Research-to-Practice Collaborative Series, housed at Indiana University and funded by Atlantic Philanthropies and Open Society Foundations. See also the collaborative briefing paper from the collaborative entitled “You Can’t Fix What You Don’t Look At: Acknowledging Race in Addressing Racial Discipline Disparities”
Looking for introductory information on PBIS? PBIS World and PBIS.org are resources for information on PBIS, the model for using Multi-tier System of Supports (MTSS) for behavior (as opposed to academics). The Every Student Succeeds Act (ESSA) includes provisions to expand (MTSS) in states and school districts.
From the Schott Foundation: Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools--A Guide for Educators