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Most students want to be engaged in school, but severe disciplinary policies disrupt learning and make them feel undervalued, unwelcome and misunderstood, according to a new study.
Years of research point to inequities in education for students of color, students from low-income backgrounds, and students with disabilities. These inequities are particularly apparent when it comes to rates of discipline and special education enrollment.
PBIS Forum 2020: Centering Equity to Reduce the Impact of Implicit Bias in School Discipline Video
This technical brief is based on the 5-point multicomponent approach to reduce disproportionality. This brief elaborates on point one, regarding academic instruction, by defining key principles of evidence-based instructional practices.
