Abstract
Brief Literature ReviewDiscipline disparities among students of different races and ethnicities are a complex issue that has been a consistent problem in the United States for the past 30 years (Cornell, Gregory, & Fan, 2011; Losen & Skiba, 2010; Petras et al., 2011). The use of exclusionary discipline has been linked with many negative outcomes including decreased academic achievement (Arcia, 2006; Morris & Perry, 2016) and higher risk of dropping out of school (Arcia, 2006). There are many alternative approaches to exclusionary discipline that can help reduce the gap in suspension rates as well as reduce the use of suspension in schools.
Statement of the ProblemBlack students at Happy School are being suspended at a much higher rate than their peers of other races and ethnicities. Over the past 4 years, the suspension rates of Black students were as follows: 28.6%, 31.4%, 28.2%, and 16.6% (Ed-Data, 2020). These rates are higher than those of students of other races/ethnicities.
MethodologyThis quantitative study analyzed teachers’ responses to questions regarding school climate, teacher and student relationships, and school programs including the No-Nonsense Nurturer program and Restorative Justice program.
Conclusions and RecommendationsFindings indicate teachers find restorative practices and the No-Nonsense Nurturer programs effective towards the stated goals of each program but that the overall use of restorative practices is infrequent. The findings also showed teacher ratings of the overall school climate were low, but their self-reported ratings for their relationships with students were high. The findings of this survey can be a guide for further research. The findings can also help guide the school site towards implementing new programs, which may help reduce the use of suspension.