Enhance your positive behavioral interventions and supports (PBIS) to do what's best for all students. With this equity-focused guide by Sharroky Hollie and Daniel Russell, Jr., you will discover a clear roadmap for aligning PBIS with cultural and linguistic responsiveness (CLR). Dive deep into why there is an urgent need for this alignment and…

Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with…

Young students starting school for the first time (e.g., kindergarteners) often benefit from more than typical intensity of behavioral support. Learning new social expectations, routines, and interaction patterns can be daunting. This is an important concern for schools implementing positive behavioral interventions and supports (PBIS). Learning a…

Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with…

Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated schoolwide practices. Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and…

This study explores the relationship between discipline and perception of school climate among students in Grades 5 through 12 (N= 769). Students reported how many times they got in trouble (i.e., sent to the office, detention, suspension) and rated their perceptions of school climate overall and on specific subscales. The results suggest that…

The purpose of this study is to investigate the relationship between the use of active learning in classroom instruction and student achievement, and to ascertain whether this relationship is influenced by classroom discipline problems. Is it the case that the more a teacher utilizes active learning strategies in the classroom, the more her…

Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented…

Allegations of improper discipline are commonly the focus of special education litigation filed against school districts. Because ignorance of the law is no defense, administrators and educators must understand special education law. Yet many educators receive little to no legal training. To address the lack of training and prevent future…

The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers…