School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

The primary goal of the present mixed methods review is to systematically examine the available evidence for the effectiveness of different types of school-based interventions for reducing disciplinary school exclusion. Quantitative evidence will help to understand the overall size of the impact, as well as the factors that better explain it.…

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a…

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive…

Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support…

The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional…

This article describes the development, initial implementation, and formative evaluation of Arkansas's plan to reduce suspensions and expulsion from early care and education (ECE) settings. We describe how Arkansas used multifaceted implementation strategies to facilitate change in six areas: policy, workforce development, specialized supports,…

This paper describes the approach used by two demonstration sites to implement Pyramid Model Practices at fidelity and address behavioral issues without the use of suspension and expulsion. The article describes the critical features of implementation used by public school preschool centers to improve the implementation of evidence-based social…

Zero tolerance policies have contributed to suspension and expulsion becoming common methods of addressing problem behaviors in schools. If suspension and expulsion are being used as forms of punishment, they should theoretically result in a reduction of problem behavior after their administration. In reality, exclusionary disciplinary practices…

The main goal of the present research is to systematically examine the available evidence for the effectiveness of different types of school-based interventions for reducing disciplinary school exclusion. Secondary goals relate to comparing different approaches (e.g., school-wide management, classroom management, restorative justice,…

The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Hemmeter, Fox, & Snyder, 2013), or the Pyramid Model, is a conceptual framework focused on systemic and sustained implementation of evidence-based practices (EBP) related to promoting social emotional competence and preventing challenging behaviors in…

This article endeavours to increase educators' understanding of the experiences of students who have been expelled from school in order to represent this critical stakeholder group in future policy development and programme implementation. Students' perspectives are presented through thick description in this narrative case study. Findings…

This article examines school removals and transitions among nine special education students. First, the Individual with Disabilities Education Act (IDEA) and the local school discipline policy and special education contexts are discussed. Next, drawing from participants' narrative accounts, the ways in which policy mandates and contextual…

This paper extends earlier research into the responses of local authorities and schools to the requirements of the Race Relations (Amendment) Act 2000 (RRAA) in relation to minority ethnic pupils and exclusion practices. The original study drew on evidence from national exclusions data, a wide range of official documentation and visit data from 85…

A British headteacher ponders a tumultuous decade in school management. The national curriculum was one major problem. There have also been radical, deleterious changes in the ways schools are funded, governed, managed, planned, and inspected; how teachers are educated; and the terms and conditions of teacher employment. Competition for pupils has…