How Educators Can Eradicate Disparities in School Discipline

Abstract

Gregory, Bell, and Pollock offer principles and practices to help schools move beyond punitive discipline and toward conflict prevention and intervention. They argue that eradication of disproportionate punitive disciplinary sanctions begins by engaging and motivating students before the conflict occurs. Their chapter details four guiding prevention principles and practices: culturally relevant and responsive teaching, supportive relationships, academic rigor, and respectful school environments with bias-free classrooms. Additionally, Gregory et al. suggest four equity-oriented principles and practices for conflict intervention: problem-solving approaches to discipline, inquiry into the causes of conflicts, inclusion of the student and family on causes of and solutions to conflicts, and reintegration of students post-conflict. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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