Over the past decade, research into principals' work intensification has revealed that principals spend significant work hours on student discipline and attendance issues, and that they report high levels of emotionally draining situations. In the current study, we examined the relationship between student discipline issues and principals'…

Background: The transmission of attachment from parent to child is a well-known phenomenon. Previous research documented evidence supporting the transmission of attachment from parents to their children, with parental sensitivity serving a mediating role. Nevertheless, a "transmission gap" exists. Objective: In the current pre-registered…

Research suggests support for harsher sanctions for wrongdoers increase in association with the perceived severity of the harm caused. To date, however, research has focused mostly on retributive modes of punishment and has less often addressed restorative sanctions. Furthermore, research has documented racial disparities in conduct sanctioning,…

Exclusionary school discipline is one of the primary ways that schools address student behavior. Existing scholarship has focused on examining the implications of exclusionary school discipline for two sets of outcomes: academic achievement and future juvenile and criminal legal involvement. However, these two areas of scholarship are largely…

Existing research consistently indicates that Black girls are assigned disproportionately exclusionary disciplinary consequences such as, suspension and expulsion rates, surpassing their White counterparts and Black boys. According to the Report to Congressional Requesters, (United States Governmental Accountability Office, 2018), exclusionary…

Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary…

Students in the foster care system tend to have lower educational outcomes than their peers, including more frequent disciplinary events. However, few studies have explored how transitions into and out of foster care placements are associated with educational outcomes. Using longitudinal data from four California school districts, this study…

Bullying victimization is a very common, complex, and potentially damaging form of violence among children and adolescents. Bullying is defined as unwanted, aggressive behavior, which involves a real or perceived social power imbalance. One in 10 public schools reports at least one case of serious violent crime, such as aggressive bullying,…

Research suggests individuals' support for harsher sanctions for wrongdoers increase in association with the perceived severity of the harm caused. To date, however, research has focused mostly on retributive modes of punishment and has less often addressed restorative sanctions. Furthermore, research has documented racial disparities in conduct…

While research suggests that social emotional competencies (SECs) influence students' disciplinary outcomes, less is known of their potential to explain racial disparities or grade level differences in those outcomes. This study used survey and administrative data from 30,494 students in grades 3-12 to examine the degree to which SECs were related…

Many U.S. schools utilize grade retention (repeating grades when not meeting academic benchmarks) to allow more time for students to learn grade level material. However, some research suggests retention may increase inequalities and not help students progress. We use national data (Future of Families and Child Wellbeing Study 2014-2017) and…

The present study investigated mediating and moderating relationships among school-level indicators of (a) exclusionary discipline, (b) the extent to which student voice is valued: (c) the level of student engagement, and (d) the grade tier of students served. The sample comprised 128 schools--72 elementary, 34 middle, and 22 high--from a large…

Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; M[subscript age]: 12-13) enrolled in 84 classrooms in an urban mid-Atlantic city of the…

In this mixed-methods experiment, we examined the impacts of an externally provided rationale and teachers' own beliefs on cognitive, emotional, and behavioral responses to student misbehavior. Teachers (N = 120) viewed a video describing three instances of a student's misbehavior, then were randomly assigned to receive one of three explanatory…

In this study, we identified the specific discipline decision situations (i.e., vulnerable decision points [VDPs]) that contribute most to racial discipline disparities from a sample of 2020 schools across the United States. We also examined how much VDPs contributed to overall discipline disparities and the extent which there was similarity among…