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Abstract
Exclusionary discipline (expulsion and suspension) practices to reduce undesired behaviors have been the mainstay disciplinary practice in schools. The problem is that exclusionary discipline creates a negative school climate that has negative consequences to all students, especially those receiving them, and also creates a value conflict with educational doctrine. Further, minority students are disproportionately the recipients of these exclusionary discipline practices. A comprehensive literature review revealed two possible alternatives: Restorative Justice (RJ) and Positive Behavior Interventions and Supports (PBIS). Each alternative was contrasted with the current exclusionary discipline approach. Potential outcomes as well as approaches to cultural responsive practices that address the disproportionality of high numbers of students of color were addressed. Outcomes suggest that implementation of either intervention would improve the educational climate and enhance student educational outcomes. Additionally, Peer Mediation (PM), a student-driven approach, compliments aspects of both RJ and PBIS, and may be beneficial as an ancillary to either. Preliminary results suggest substantial health benefits are associated with both PBIS and RJ. Further, replacing the punitive model with either intervention has consistently resulted in dramatic decreases in suspensions (50-80% decrease within approximately one month to a school year), and effectively addresses minority expulsion and suspension disproportionality issues. Differences in how these approaches target undesired behavior suggest that the application of selected portions of each may be particularly effective, and is worth serious consideration.
Keywords: exclusionary discipline, suspension, expulsion, PBIS, restorative justice
Introduction
In Kern County, California, there is more than a 30% chance (1) that a student will be suspended prior to graduation. The likelihood of suspension also means that there is the potential for multiple suspensions and even expulsion since each suspension places the student academically further behind. For example, during the 2011-2012 school year, the Kern (California) Union High School District (KUHSD) averaged thirty-one suspensions per one hundred students - a rate three times the state average (1), and seven times the last recorded national average in 2006. That same year, the KUHSD expelled 2,578 students (about 7% of the approximately 37,000 student body) (2). In fact, the KUHSD has consistently led the state in suspensions and expulsions since at least 2006 (3).
These numbers are not unique to Kern County however, and approaches to discipline such as...