Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives

Autor/inn/en	Jones, Elizabeth Pufall; Margolius, Max; Rollock, Miriam; Yan, Catalina Tang; Cole, Marissa L.; Zaff, Jonathan F.
Institution	America's Promise Alliance, Center for Promise
Titel	Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives
Quelle	(2018), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline Policy; Student Behavior; Behavior Problems; Intervention; Student Attitudes; Barriers; School Culture; Educational Environment; Suspension; Expulsion; Outcomes of Education; Etiology; Racial Bias; Labeling (of Persons); Alienation; State Legislation; Educational Legislation; Positive Behavior Supports; Trust (Psychology); Minnesota + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Student behaviour; Schülerverhalten; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausschluss; Schulausschluss; Relegation; Lernleistung; Schulerfolg; Ätiologie; Racial discrimination; Rassismus; Labeling-Ansatz; Entfremdung; Landesrecht; Bildungsrecht; Schulgesetz
Abstract	Many teachers do not receive the support necessary to simultaneously teach and respond appropriately to challenging student behavior. The systems in place are often purely reactive and lack a preventative component to address challenging behavior. The Center for Promise examined exclusionary discipline in Minnesota by speaking with young people who had experienced it. Across all groups, participants explained how their experiences with disciplinary interventions led them to disconnect from school. Specifically, the interventions often did not address the root causes of their behavior, made them feel unvalued and unwelcome, and disrupted their learning. Participants expressed a desire to engage in school and succeed but overwhelmingly found that their schools' disciplinary practices inhibited their ability to do so. They wanted to go to school in a safe environment, be treated fairly, and experience care and support from school personnel. Often, however, they felt that discipline was inconsistent, they were negatively labeled based on their race and other factors, and they were not given the chance to explain their perspective or advocate for themselves. Their stories illuminate the need for improved culture and climate in their schools. (ERIC).
Anmerkungen	America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01