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…

The continual use of suspension and expulsion remains an unsettling concern for many educational stakeholders. With some guidance from the federal government, states have begun to address the issue of discipline disproportionality through policy reform that restrict the use of suspension and expulsion for certain student groups (e.g.,…

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or…

Students exposed to school violence are at risk for adverse short- and long-term impacts on physical and psychological well-being. Behavioral threat assessment (BTA) is a strategy used to identify, assess, and manage student threats to mitigate the risk of violence. However, anecdotal BTA cases have highlighted how BTA processes can negatively…

The management of problematic behaviors in schools is a growing challenge. Bullying and disruption negatively impact the educational community. In response, positive discipline methods are being implemented to improve the school environment. The aim of this study is to review and summarize the findings from recent research on this topic. To…

Aim: This systematic literature review aims to explore the effectiveness of school-wide interventions in reducing disciplinary exclusion from mainstream secondary schools. Rationale: In England, head teachers have government support to use exclusion as a disciplinary sanction if deemed necessary (Department for Education, 2017a). Research has…

Background: Early childhood is essential for the rapid development of self-regulation systems, shaped by brain maturation and parental discipline. Inadequate discipline can hinder this development, leading to behavioral, social, and long-term negative outcomes. Objective: This meta-analysis synthesizes research conducted over the last two decades,…

Recess is a mainstay in schools. It is assumed recess has positive impacts on the academic, behavioral, and social experiences of youth. In this systematic literature review, we explored empirical studies that examined these areas. We provide a synthesis of the literature to assist researchers and clinicians in designing effective interventions.…

Restorative justice approaches in schools have gained popularity given their potential to build safer and more positive school communities, offer alternatives to exclusionary discipline, and promote equity in school outcomes. Historically, research in this area has been lacking, but recent increases in publications point to the need for research…

Physical restraint is a restrictive practice used in schools across the UK and there have been recent concerns around the appropriateness and frequency of using this intervention with pupils. Current data suggest that pupils with Special Educational Needs (SEN), a vulnerable and diverse group, are experiencing the majority of physical restraint…

The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over…

This article presents a case study on parental discipline to describe a novel methodology for conducting rapid reviews using article-level metrics. A team of 3 researchers searched for studies that met predetermined thresholds of influence based on article-level metrics. These metrics included number of citations within the scientific literature…

Young children (birth to age 5) are more likely to be expelled or suspended than school-aged children, but we know comparatively little about the precursors to and prevention of exclusion in early childhood settings. Furthermore, what research has been conducted has not been systematically synthesized to inform policy and funding decisions. The…

Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total…