Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL
B. L. Avery-Overduin, S. Poed
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引用次数: 0

Abstract

ABSTRACTExclusionary school discipline practices have long been used to address challenging behaviours by students. However, a considerable body of research exists to refute that school disciplinary absences lead to improvements in student behaviour. Evidence suggests that exclusionary discipline has negative consequences for individuals, with suspensions and exclusions predicting involvement with the juvenile justice and criminal justice systems, known as the school-to-prison pipeline. Further evidence suggests that school disciplinary absences are disproportionately applied to Black, Indigenous and People of Colour (BIPOC) students and students with disability. We conducted a systematic literature review on alternatives to exclusionary discipline to determine their applicability to a P-6 context in Queensland, Australia. Three main alternative approaches emerged: socio-emotional learning (SEL) programs, the Positive Behaviour Interventions and Supports framework (PBIS), and Restorative Justice Practices (RJP). Limitations around the generalisability of the large body of international research to a Queensland, Australia context exist. The approach with the greatest potential in our specific context is PBIS, and recommendations around avenues for future research are made.KEYWORDS: School disciplinesuspensionexclusionalternativesstudent behaviour AcknowledgmentsWe acknowledge the Traditional Owners and Custodians of the lands on which we live and work. We recognise their continued custodianship and connection to the land, waters, and community. We pay our respects to them and their Elders past and present as our knowledge holders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors received no funding to produce this article.Notes on contributorsB. L. Avery-OverduinBrooke Avery-Overduin is a high school teacher of over 17 years’ experience with a keen interest in student behaviour and addressing inequities in student behaviour and disciplinary approaches in primary schools. She has a Masters in Educational Studies (Behaviour Support) and is currently working towards alternative approaches to exclusionary discipline practices.S. PoedShiralee Poed is an Associate Professor within the School of Education at the University of Queensland. She is also the Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools.
打破学校停学文化:对P-6学生的外部停学和排斥的替代方案
摘要:长期以来,学校纪律实践一直被用来解决学生的挑战性行为。然而,有相当多的研究反驳了学校纪律缺失导致学生行为改善的说法。有证据表明,排他性纪律对个人有负面影响,停学和排他性纪律预示着少年司法和刑事司法系统的介入,即从学校到监狱的管道。进一步的证据表明,学校纪律缺勤不成比例地适用于黑人、土著和有色人种(BIPOC)学生和残疾学生。我们对排斥性纪律的替代方案进行了系统的文献回顾,以确定其在澳大利亚昆士兰州P-6环境中的适用性。出现了三种主要的替代方法:社会情绪学习(SEL)计划、积极行为干预和支持框架(PBIS)和恢复性司法实践(RJP)。在澳大利亚昆士兰州的背景下,大量国际研究的普遍性存在局限性。在我们的具体背景下,最有潜力的方法是PBIS,并就未来研究的途径提出了建议。关键词:学校纪律暂停养老金排除替代方案学生行为感谢我们感谢我们生活和工作的土地的传统所有者和保管人。我们承认他们对土地、水域和社区的持续监护和联系。我们向他们和他们过去和现在的长辈致敬,因为他们是我们的知识持有者。披露声明作者未报告潜在的利益冲突。作者没有获得撰写这篇文章的资金。关于贡献者的说明brooke Avery-Overduin是一名拥有超过17年经验的高中教师,对学生行为和解决小学学生行为和纪律方法中的不公平现象有着浓厚的兴趣。她拥有教育研究硕士学位(行为支持),目前正在研究排他性纪律实践的替代方法。shiralee Poed是昆士兰大学教育学院的副教授。她也是澳大利亚积极行为支持协会的主席。她的职业生涯长达30多年,在澳大利亚州立、天主教和私立小学、中学和特殊学校担任教师和领导。
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来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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