Being more proactive about keeping up to date on relevant research and current events related to our work at All-In has been on my mind lately. I've spent some time catching up on a backlog of articles that I've been meaning to read for the past few months (and longer). A top-of-mind issue is disproportionate suspension rates of students of color and those identified with special education needs. Part of my role this year includes supporting a few of our middle and high school partners who are seeking guidance around developing systems and interventions as alternatives to suspension. Last week I found myself standing in front of an audience of school teachers and staff who are struggling to meet the needs of students who fall into this cohort. A portion of these teachers and staff are asking for “zero tolerance” approaches to discipline policy and many are highly skeptical of restorative justice frameworks that are coming from the home office/district.
These conversations have provided an opportunity for me to re-evaluate my perspective, based on my experience, understanding and knowledge related to this topic. One of the particularly interesting articles I found, “Why Schools Over-Discipline Children with Disabilities” from The Atlantic, gives an overview of the issue of disproportionate suspension rates and highlights several related research studies. The most dominant, UCLA’s Civil Rights Project, reported that:
These conversations have provided an opportunity for me to re-evaluate my perspective, based on my experience, understanding and knowledge related to this topic. One of the particularly interesting articles I found, “Why Schools Over-Discipline Children with Disabilities” from The Atlantic, gives an overview of the issue of disproportionate suspension rates and highlights several related research studies. The most dominant, UCLA’s Civil Rights Project, reported that:
These statistics show the significance of this issue, especially considering the correlation between suspension rates and life outcomes. According to the article, “Studies have found that just one suspension makes a kid three times more likely to be involved with juvenile justice in the following year, and more than twice as likely to drop out of school.”
In response to this data, schools are taking action by changing policy and investing in interventions that will potentially work towards supporting schools and ultimately re-engaging students who are struggling. Large urban school districts like Los Angeles and Oakland Unified School Districts have already eliminated the classification of suspension for non-violent offenses, like “willful defiance”.
As a sign of alignment and progression, this article references “new discipline guidelines”, including PBIS. This is where we come in, to help create positive changes related to the school culture and climate, including Tier I systems and interventions. Check out the full article and consider the ways your school site relates to this issue and the research. Ask yourself, what strategies are we supporting schools to implement in response to the needs of these student?
In response to this data, schools are taking action by changing policy and investing in interventions that will potentially work towards supporting schools and ultimately re-engaging students who are struggling. Large urban school districts like Los Angeles and Oakland Unified School Districts have already eliminated the classification of suspension for non-violent offenses, like “willful defiance”.
As a sign of alignment and progression, this article references “new discipline guidelines”, including PBIS. This is where we come in, to help create positive changes related to the school culture and climate, including Tier I systems and interventions. Check out the full article and consider the ways your school site relates to this issue and the research. Ask yourself, what strategies are we supporting schools to implement in response to the needs of these student?
Blog post written by:
Lilly Green, Direct of School Partnerships
Lilly Green, Direct of School Partnerships
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