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Thinking systematically: disrupting systems that maintain discipline inequities.

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Title: Thinking systematically: disrupting systems that maintain discipline inequities.
Authors: Green, Ambra L.1 (AUTHOR) ambra.green@uta.edu, Nandakumar, Vandana2 (AUTHOR), Nese, Rhonda N. T.3 (AUTHOR)
Source: Preventing School Failure. 2025, Vol. 69 Issue 4, p344-350. 7p.
Subject Terms: *Student expulsion, Equality, Anti-racism, Punishment, Cultural competence
Geographic Terms: United States
Abstract: High rates of suspension, expulsion, and/or arrests for perceived inappropriate behaviors have become the norm in schools and districts across the United States of America. Though there is not one single cause, it is clear that discriminatory and biased decision-making exists. To adequately address disparities in rates of exclusionary practices, interventions at various points within oppressive systems and from multiple fields of influence are required. This article seeks to provide broad guidelines to support administrators in developing a systematic approach to replacing current systems of inequity with systems founded on equity, cultural responsiveness, and anti-racist practices. IMPACT STATEMENT: This article will assist educational practitioners (e.g. administrators, school psychologists, academic and behavioral coaches) from a culturally responsive and anti-racist perspective in thinking about ways to utilize a systemic approach to mitigate discipline disparities in schools and across school districts. Evidence-based practices for school and district implementation are discussed using a socio-ecological model. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2025, Vol. 69 Issue 4, p344-350. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Anti-racism%22">Anti-racism</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink>
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  Data: High rates of suspension, expulsion, and/or arrests for perceived inappropriate behaviors have become the norm in schools and districts across the United States of America. Though there is not one single cause, it is clear that discriminatory and biased decision-making exists. To adequately address disparities in rates of exclusionary practices, interventions at various points within oppressive systems and from multiple fields of influence are required. This article seeks to provide broad guidelines to support administrators in developing a systematic approach to replacing current systems of inequity with systems founded on equity, cultural responsiveness, and anti-racist practices. IMPACT STATEMENT: This article will assist educational practitioners (e.g. administrators, school psychologists, academic and behavioral coaches) from a culturally responsive and anti-racist perspective in thinking about ways to utilize a systemic approach to mitigate discipline disparities in schools and across school districts. Evidence-based practices for school and district implementation are discussed using a socio-ecological model. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2025
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