Chapter 8: We are the Bridge Builders: School Counselors’ Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate

Socially just school counseling programs advocate for system changes when they address disproportionate school discipline rates and concerning school disciplinary policies (e.g., lunch and recess detention based on a lack of homework completion; Hatch, 2014). School counselors are not disciplinarians (American School Counselor Association [ASCA], 2019b). They are, however charged with ensuring that objective, equitable disciplinary practices are in place and acting as advocates for best-practices in schoolwide discipline (ASCA, 2019b). The standards that guide our profession call school counselors to advocacy (American Counselor Association [ACA], 2014; ASCA, 2019a, 2016), which requires patience, care, goal-setting, and collaboration (Foxx et al., 2016). These are not easy tasks, but school counselors are well-prepared and well-positioned to partner in this important work. In this chapter, we will explore ways school counselors can support students and work with stakeholders (e.g., parents and guardians, school administrators, teachers, social workers, and school resource officers) to co-create and promote a school discipline climate that is positive and just. This will include a discussion and examples of how school counselors can utilize data to identify and address areas of student needs and school discipline disparities on both individual and systemic levels. Additionally, we will examine specific, evidence-based best practices in student discipline, including multi-tiered systems of support, positive behavior support, and restorative practices, focusing on the school counselor’s role within these practices. School counselors are not disciplinarians (ASCA, 2019b); but they can be the bridge builders that connect students, stakeholders, and practices to create a more positive and just school disciplinary climate.