Systematic review of the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-06-07 DOI:10.1016/j.jsp.2024.101327

Mollie R. Weeks, Amanda L. Sullivan

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引用次数: 0

Abstract

In response to patterns of educational inequity, many schools implement system-wide behavioral frameworks to reduce exclusionary discipline. School-wide positive behavior supports (SWPBS) is one such framework that seeks to support socially appropriate behavior by enhancing the capacity of schools to implement research-validated practices. However, there remains to be a systematic analysis of the extent to which SWPBS improves educational equity by reducing disparities in exclusionary discipline. The purpose of the systematic review was to evaluate research on the association of SWPBS with exclusionary discipline and racial discipline disproportionality. In total, 42 articles met the full inclusion criteria of a literature search conducted between 2018 and 2020. Study results were mixed regarding whether SWPBS was associated with reductions in exclusionary discipline and only a few studies provided evidence that SWPBS helps reduce exclusionary discipline disproportionality. Limitations of this research signal a need for attention to both data disaggregation and root causes of continued disproportionate discipline practices.

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系统回顾全系统综合管理计划（SWPBS）与美国学校排斥性纪律和比例失调的关系

为了应对教育不公平的模式，许多学校实施了全系统行为框架，以减少排斥性纪律。全校范围的积极行为支持（SWPBS）就是这样一个框架，它旨在通过提高学校实施经研究验证的实践的能力，支持适合社会的行为。然而，SWPBS 在多大程度上通过减少排斥性纪律的差异来改善教育公平，仍有待系统分析。系统性综述的目的是评估有关全校综合管理计划（SWPBS）与排斥性惩戒和种族惩戒比例失调之间关系的研究。在2018年至2020年间进行的文献检索中，共有42篇文章符合全部纳入标准。关于SWPBS是否与减少排斥性惩戒相关联，研究结果不一，只有少数研究提供了SWPBS有助于减少排斥性惩戒比例失调的证据。这项研究的局限性表明，需要同时关注数据分类和持续过度惩戒做法的根本原因。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.