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24 - Principles of Prevention and Intervention to Close Discipline Gaps in Schools

from Part IV - Behavioral and Social-Emotional Interventions

Published online by Cambridge University Press:  18 September 2020

By
Anne Gregory  and
Russell J. Skiba
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Educators and school psychologists are seeking ways to eliminate race and gender disparities in their school discipline. This chapter offers the Framework for Increasing Equity in School Discipline to guide their efforts in reforming discipline policy and practices. The principles are comprehensive, with an emphasis on both prevention and intervention. They identify the characteristics of classrooms and schools that need to be strengthened to prevent disciplinary interactions. With regard to intervention, they call for student and adult development of social and behavioral skills, equitable access to adult support, and a problem-solving approach to conflict that integrates family and student voice. Together, the principles show promise for reducing the use of exclusionary discipline and the punitive treatment of marginalized students.

Keywords

equityschool disciplinesuspensionteacher professional developmentdiscipline policyrace and gender disparities
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 409 - 427
Publisher: Cambridge University Press
Print publication year: 2020

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