Achieving Equity with Alternative Discipline Methods

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Achieving Equity with Alternative Discipline Methods

BY DORI GATTA MACMILLAN, PH.D.

Ican’t imagine in 2020 expelling and suspending kids from school on a regular basis as a means of accomplishing anything.” These were the words of a high school principal in response to my dissertation research. I had set out to discover the perceptions of high school educators’ use of alternative discipline strategies versus the assignment of suspension or expulsion. This interest arrived from my training and personal experience. Professionally, I am employed as a school psychologist who works with students in grades sixth through twelfth. Personally, one of my own children had been suspended from high school.

Several educators representing various roles, like superintendents, principals, athletic directors, school counselors, and teachers, responded to questions asked by me. The questions related to the views of alternative discipline methods employed in relation to educable outcomes. Participants’ answers referred to relationships, individualizing approaches, and accepting the child’s plight. Subsequently, many of the participants responses described various factors influencing a child’s behavior. Overall, there was a consideration for a whole child approach. This thought revealed an understanding of the numerous aspects that require attention when attempting to apply meaningful consequences to behavior gone wrong. The common insight of those interviewed recognized a benefit in discipline methods that align with an educational component.

The framework with which I viewed and interpreted my findings came from restorative justice. This philosophy considers a respect-based orientation and reciprocation-approach, understanding and empathic aptitude. With this concept in mind, responses to the questions culminated into three themes: 1) Meet the Needs of the Whole Child, 2) Consideration for Causal Concerns, and 3) Empowering Students and Families.

In essence, my findings highlighted the need for clarity in discipline expectations, support from administrators and colleagues, and systemic changes that make the use of alternative discipline methods more readily available. A cooperative approach or team-based intervention, like intervention assistance teams (IATs), allows for brainstorming, collaboration, and opportunity to consider a situation from various angles. In addition, principals who promote alternatives and are backed by policy that delineates Positive Behavior Interventions and Supports (PBIS) further support and promote options in place of student removal. Also, consideration for curriculum that explicitly links social emotional learning and behavior change with emotional control adds to the potential in creating and addressing alternatives. Examples of PBIS might incorporate social emotional learning, like Second Step or Alternatives to Suspensions (ATS) that uses a restorative curriculum. Second Step is a social emotional curriculum known to improve student behavior. ATS is a curriculum that concentrates on a student owning and recognizing their behavior, creating replacement strategies, and making amends to those who were harmed directly or indirectly.

While completing an assignment in graduate school, I employed an evidence-based intervention called Check and Connect. It incorporated weekly meetings with a student to forge relationships among educators, students, and families. The emphasis was on the benefits of an education, but also addressed behavior and attendance.

The simplistic take-a-way from my investigation revealed an understanding that alternatives are necessary, they must be crafted to address individual scenarios, and when done with care and compassion they have the potential to improve and nurture relationships. The shared understanding of those interviewed recognized a benefit in discipline methods that align with academic and behavioral changes. They recognized the challenges associated with the endeavor, such as time, trust, and commitment. They also realized the potential change when putting forth the effort.

Dr. Dori Gatta MacMillan is a school psychologist who works with grades sixth through twelfth at Niles City Schools in Niles, Ohio. She recently earned her Ph.D. in Educational Leadership from Concordia University Chicago adding to the scholarly information of the perceptions and use of alternative discipline methods at the secondary level.

Resources: Collins, J.C. & Ryan, J.B. (2016). Extension of positive behavioral supports from the school to the bus: A case study. The Journal of At-Risk Issues, 19(1), 29-33.

Higgins, B., & Tyler, B. (2017). The alternative to suspension model: Discipline in the ‘with.’ Leadership Matters, May-June, 36-39.

Ohio Department of Education. (2016). Resolution.to clarify Intent of student suspensions for Ohio school districts [Paolo DeMaria]. Retrieved on February 4, 2018. https://education.ohio.gov/getattachement/StateBoard/State-Board-Reports-and-Policies/Certified-Suspension-Resolution.pdf.aspx.

Richard Albrecht, N.M., & Brunner, M. (2019). How positive behavioral supports and social-emotional curriculum impact student learning. The European Journal of Social and Behavioural Sciences, 24(1), 2789-2804. DOI: 10.15405/ ejsbs.245