School Discipline in the Age of COVID-19: Exploring Patterns, Policy, and Practice Considerations

Q2 Social Sciences

Peabody Journal of Education Pub Date : 2022-05-27 DOI:10.1080/0161956X.2022.2079885

Richard O. Welsh

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引用次数: 2

Abstract

ABSTRACT Racial disparities in suspensions have acquired greater significance given the substantial lost learning time, additional trauma and stress, and myriad racial inequalities exposed by COVID-19. This study examines how the COVID-19 pandemic is reshaping school discipline patterns and highlights salient policy and practice considerations with an emphasis on racial inequality in exclusionary discipline. The results indicate that each school year (2019–20, 2020–21, and 2021–22) of the pandemic has resulted in distinct changes to disciplinary trends resulting in three eras of school discipline in the ongoing response to the COVID-19 pandemic. In 2020–21, suspensions declined dramatically as most students were in virtual classrooms, yet African American students and students with disabilities disproportionately received exclusionary discipline. In 2021–22, suspensions seem to be on the rise as educators grapple with stress accompanying the return to in-person learning. The commonalities of heightened mental health needs and on the job support needs persist regardless of the pivots in instructional modes across the past three school years. Implications and directions for future research are discussed.

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新冠肺炎时代的学校纪律：探索模式、政策和实践思考

鉴于2019冠状病毒病暴露出的大量学习时间损失、额外的创伤和压力以及无数的种族不平等，停学中的种族差异变得更加重要。本研究探讨了2019冠状病毒病大流行如何重塑学校纪律模式，并强调了突出的政策和实践考虑，重点是排他性纪律中的种族不平等。结果表明，大流行的每个学年(2019 - 20,2020 - 21和2021-22)都导致了学科趋势的明显变化，导致在持续应对COVID-19大流行的过程中出现了三个学校纪律时代。在2020-21年期间，由于大多数学生在虚拟教室上课，停学人数大幅下降，但非洲裔美国学生和残疾学生却不成比例地受到排他处分。在2021 - 2022年，随着教育工作者努力应对回归面对面学习带来的压力，停学现象似乎在上升。在过去的三个学年中，无论教学模式的支点如何，心理健康需求和工作支持需求的共性仍然存在。讨论了今后研究的意义和方向。

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来源期刊

Peabody Journal of Education Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.