This research suggests that school discipline reforms must address decision making and implicit bias at both stages of the disciplinary process.
Related Commentary for Lauren Amos
Eliminating School Discipline Disparities: What We Know and Don’t Know About the Effectiveness of Alternatives to Suspension and ExpulsionNov 18, 2021
Trauma-Informed Strategies to Support Students’ Transition Back to School in the COVID EraAug 12, 2020
With the 2019-2020 school year in the rearview mirror, school leaders and staff have an opportunity to shift some of their attention from crisis response to crisis recovery.
Using Data to Identify and Address Inequities in School DisciplineOct 22, 2019
Equitable access to education is the first step in ensuring that all students can succeed, but school discipline practices sometimes exacerbate academic disparities.
Exclusionary Discipline Is “Free”: How Federal Policymakers Can Promote Positive Approaches to School DisciplineAug 13, 2019
The topic of exclusionary discipline is not only of professional interest to me—it’s personal. Helping my son navigate the middle grades was taxing. He attended a school that suspended him for defending himself when a classmate broke his iPad and then punched him during recess to instigate a fight.