2: Systemic Inequities and Disparities in School Discipline Practices

Marginalized students have historically been subjected to disproportionate school discipline systems, such as zero-tolerance and other exclusionary policies and practices. National data demonstrates higher rates of exclusionary practices for Black students, students with disabilities, and students at the intersection of the two (Darling-Hammond et al., 2020). The 2015 Obama administration’s call to address these disparities marked a critical turning point, which brought significant disproportionality into the spotlight. This chapter defines significant disproportionality and explores the redefinition of discipline through Positive Behavioral Interventions and Supports (PBIS), restorative practices, and evidence-based practices (EBP), alongside the necessity of cultural responsiveness training for educators. Despite efforts post-2015, there are still persistent rates of disproportionality in school discipline practices. In addition to the historical context, state regulations, district codes of conduct, and the implementation of EBP, PBIS, and restorative practices are discussed in this chapter as ways to mitigate systemic inequities in schools. The chapter concludes with a call for ongoing policy, practice, and research to ensure a more equitable educational environment for all students.