Community School 53 has seen a significant increase in suspension rates over the past five years. The suspension rate in 2018-2019 was 5.04%; during the 2019-2020 school year the rate was 8.11%. There is no data from the school year 2020-2021 due to COVID-19. The suspension rate rose drastically in 2021-2022 to 18.10%, and it was at 17.62% for the…

This qualitative case study investigates teachers' perceptions of the Good Behavior Game (GBG) intervention within the context of a special education school. The primary research question guiding this study is: What are school staff's perceptions of the Good Behavior Game in a special education school? The study employs a qualitative approach,…

The challenge for schools and districts across the country has been tackling issues of equity and inclusion that lead to closing opportunity gaps for students. With this in mind, districts have employed schools to find alternative approaches to discipline. One option districts and school sites have is the use of restorative practices as both…

This study examines whether Positive Behavior Interventions can support student performance in schools in three Southern districts. Schools today seek opportunities for interventions to support student behaviors and increase engagement. Three school districts in the southeast of the United States have been trained to implement a schoolwide…

This qualitative study explores classroom management coaching for first-year teachers (FYT). We present a case study of one urban district's pilot of a coaching program to curb persistent struggles with this vital pedagogical skill. To gather a comprehensive understanding of this program, we interviewed 15 FYTs about their experience with the…

Disproportionate rates of behavioral problem reporting and consequences for African American males have occurred for decades. With the consequences surrounding problem behaviors typically removing the student from the classroom, whether to the principal's office or for an in-school or out-of-school suspension, time spent in the classroom for…

Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,' students,' and families' perceptions regarding the social validity of Tier 2…

During a 6-week period, students in Grades 1-5 participated in 15 sensory activities that focused on processing and integration motor skills. The intervention group participated in 20 minutes of the "Minds in Motion" maze (10 minutes in the morning and afternoon) while the control group continued with normal school activities. Pre and…

The purpose of this study was to examine the perception of post-service educators' use of dialectical behavior therapy (DBT) skills with students experiencing emotional dysregulation in a day treatment school. This study extended previous research by examining the perceptions of teachers using DBT skills with students that are demonstrating…

College and university disciplinary proceedings are a valuable opportunity to provide learning and growth experiences for students outside the classroom. In the United States, disciplinary procedures are outlined and guided by case law and state and federal legislation. This guidance does not offer recommendations or requirements for student…

School leaders are continually searching for innovative and effective methods to address disruptive behaviors. Most research on educational technology focuses on academic subjects such as math and reading, as opposed to behavior. ClassDojo provides a structured format for monitoring and reporting students' behavior, and ClassDojo also allows…

The purpose of this transcendental phenomenological study was to describe experiences of dialectical behavior therapy for special education teachers at a large, suburban school district in the Southeast United States. The theory guiding this study was Bandura's social cognitive theory (SCT), as it explains how new behaviors are learned and…

Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides…

This single qualitative case study explored teacher and parent perceptions of the kindergarten transition program at a small, rural school district in a Midwestern state. Thirteen subjects met the criteria of either being a kindergarten transition teacher or a parent of an incoming kindergarten student and participated in this study. Data was…

This meta-analysis investigates the impact of the "Leader in Me" process on teachers' perceptions of their school climates and student behaviour. Twelve studies involving 198,176 students resulted in an overall effect size of d = 0.20. The effect sizes for student climate (d = 0.34) and student behaviour (d = 0.16) were determined…