This fact sheet is one of four developed by a collaboration between the U.S. Department of Education, the Office of Elementary and Secondary Education, and the Office of Safe and Supportive Schools technical assistance centers to enhance state and district implementation learning environments that are safe, inclusive, supportive, and fair.
Fair Discipline Practices
K–12 Education: Nationally, Black Girls Receive More Frequent and More Severe Discipline in School Than Other Girls
This report examined discipline disparities among girls in public schools. Black girls faced more and harsher forms of discipline than other girls. The study found that Black girls received harsher punishments than White girls, even for similar infractions. Black girls also reported they feel less safe and less connected to their schools than other groups of girls, which can their impact educational outcomes.
Resource on Confronting Racial Discrimination in Student Discipline
The U.S. Department of Education Office for Civil Rights (OCR) and the U.S. Department of Justice’s Civil Rights Division (Justice) jointly released the Resource on Confronting Racial Discrimination in Student Discipline. The Resource describes how the departments addressed concerns of discrimination in schools’ use of out-of-school suspensions, expulsions, school-based arrests, referrals to law enforcement, involuntary discipline transfers, informal removals, and other types of discipline against Black, Latino, and/or Native American students. The Resource also describes how school districts can improve their administration of student discipline.
Leveraging Federal Funds to Disrupt Disproportionate Discipline Practices
This knowledge brief provides guidance on leveraging federal funds to disrupt disproportionate discipline practices in U.S. public schools, focusing on collecting and reviewing robust data to understand the root causes of disparities and implementing interventions that address systemic issues rather than individual students. It emphasizes the importance of using resources strategically to support shifts in identified practices and policies for long-term impact on student outcomes.
Discipline Equity for American Indian and Alaska Native Students: Recommendations for District Leaders
In response to field requests for information about exclusionary discipline for American Indian and Alaska Native (AI/AN) students, this report begins by defining the topic and some of the negative consequences that accompany its use. Presented are examples of how some states address problems of suspension and expulsion, which contribute to low graduation rates. These examples are accompanied by recent statistics that reveal adverse impacts on particular racial and ethnic groups. Additionally, specific recommendations for improving learning outcomes among AI/AN students are provided for policymakers and district leaders.
Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action Planning Guide
This guide provides tools to assess and systematically address disparities in school discipline. It describes how to carry out a descriptive analysis of disparities in school discipline and how to conduct a root cause analysis to systematically address school-based factors that contribute to disparities. These analyses should result in an actionable understanding of the following:
- Who is being disparately disciplined and what is happening to them
- The systemic causes of disparities in school discipline and why they occur
- How you can reduce and eliminate disparities in school discipline
The primary audience for this guide is school teams and school district teams. The guide helps willing education leaders and other stakeholders use a data-informed process to examine disparities in school discipline and systematically change policies and practices. It also is for use by schools and districts required to complete an assessment of disparities and change practices. The guide is written to support efforts that include all stakeholders invested in schools—students, families, community-based organizations, advocates, and agencies, including health and mental health professionals and those representing youth development, child welfare, law enforcement, courts, and juvenile justice agencies.
To assist in completing the tasks outlined in the guide, there are a suite of resources provided for your use. Other resources are noted throughout the guide, including tips for conducting the difficult conversations that need to occur to sensitively and productively address racial, ethnic, and cultural issues that may emerge.
What Further Research is Needed on Restorative Justice in Schools?
Restorative justice is a non-punitive approach to resolving conflict that focuses on restoring relationships.
This report summarizes recommendations about future research and evaluation needs that would advance the understanding of restorative justice in K–12 schools in the United States.
The recommendations were generated from interviews with over 40 nationally recognized leaders in restorative justice, supplemented by a large focus group discussion, and cover:
- Implementation readiness
- Whole-school versus stand-alone models
- Implementation and effectiveness
- Impacts on racial and ethnic minorities and students with disabilities
- Leadership/training
- Data and measurement
Also included in the report is a starter set of research questions that can be considered by foundations, the federal government, and the research community to begin building a strong body of empirical evidence about restorative justice in schools.
