It is widely acknowledged that girls are less likely to receive an autism diagnosis compared to boys (Gould, J. 2017. "Towards Understanding the Under-Recognition of Girls and Women on the Autism Spectrum." "Autism" 21 (6): 703-705), with growing recognition that girls are underserved by the current clinical diagnostic…

Research suggests that a cycle of misbehavior can escalate quickly from corrections over minor rule infractions to threats of serious disciplinary consequences. There is also evidence that Black youth may be especially at risk for these escalations due to subtle or implicit racial bias, or cultural mismatches that may lead teachers to believe that…

Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions…

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to…

In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender,…

This report provides a comprehensive review of the literature on restorative justice in U.S. schools. The review captures key issues, describes models of restorative justice, and summarizes results from studies conducted in the field. The review was conducted on research reports and other relevant literature published, or made publicly available,…

Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate…

Changing demographics in American school systems necessitate educators to better prepare themselves to work with students from diverse backgrounds. Moreover, culturally diverse (CD) students are disproportionately represented in special education, indicating a need to investigate assessment for identification purposes. We, the authors, believe…

Little research has been conducted regarding the disproportionate representation of minority learners in programs for students with Emotional/Behavioral Disorders (E/BD). To date, the majority of the disproportionality literature examines multiple eligibility categories, most frequently the high incidence disabilities of Mild Intellectual…

Argues that gender bias among referring agents is a major factor in the unequal distribution of males and females in learning disabilities programs. Discusses the role of male hyperactive or disruptive classroom behavior in the disproportionately large number of males referred to learning disabilities programs. (Author/CR)