How Can We Improve School Discipline?

Abstract

School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines their epistemological and empirical roots and supporting research, suggesting ways to combine approaches.

Classroom Management: What Does Research Tell Us?

“…According to Osher et al (2010) this is not enough. They promote an ecological view of classroom management, stating that order in the classroom is established through the various activities that are set in motion.…”

“…American researchers Osher et al (2010) talk about an ecological perspective on classroom management and claim that different activities create and maintain order in the classroom. The teacher's main duty is to facilitate for and maintain pupil cooperation in the ongoing activities and that this is what organises and creates life in the classroom.…”

Leadership for learning in technology-rich uppersecondary school classrooms

“…Evertson and Weinstein (2006) argue along more holistic lines, maintaining that our conception of classroom management should be broadened to include all actions taken by teachers to establish an environment conducive to academic, social and emotional learning. Osher, Bear, Sprague and Doyle (2010) maintain that good learning conditions are brought about through classroom activities and interactions, and not through extraordinary, instrumental measures. Thus, holistic approaches connect classroom leadership to the core, educational objectives of schools (Cf.…”

An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

“…Additionally, school discipline data are notoriously challenging to analyze due to the many factors that contribute to school discipline in general. Among these, Osher, Bear, Sprague, and Doyle (2010) include the developmental needs of students; teacher, student, and school culture; students' socioeconomic status; school and classroom composition and structure; pedagogical demands; students' and teachers' role expectations and capacity to meet the institutionally established expectations for their roles; and school climate as factors contributing to school discipline data. Administrators have little control over most of these, yet face the challenge of making discipline decisions on a daily basis for infractions influenced by these myriad factors.…”