[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590515-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-590515-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","from-reaction-to-prevention-turning-the-page-on-school-discipline","From Reaction to Prevention - Turning the Page on School Discipline","","Explores the evolution of U.S. school discipline over the past two decades, focusing on how “get tough” strategies built on zero-tolerance, frequent out-of-school suspensions, and expulsions shaped school climate and student outcomes. Reviews the assumptions and effects of suspension and expulsion policies, summarizes research showing these approaches are largely ineffective and increase risks, and outlines emerging prevention-oriented alternatives. Emphasizes necessary support and training for teachers and administrators to reform discipline successfully, especially amid resistance.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-reaction-to-prevention-turning-the-page-on-school-discipline/590515/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-reaction-to-prevention-turning-the-page-on-school-discipline/590515.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What debate does the article address about school discipline?","Question",{"text":61,"@type":62},"It centers on the role, function, and practice of school discipline and the best way to create safe, orderly, and civil school climates that teach values such as respect and cooperation.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Why does the article criticize zero-tolerance and suspension-based discipline?",{"text":66,"@type":62},"It reports research showing these approaches are ineffective and increase the risk of negative social and academic outcomes, particularly for children from historically disadvantaged groups.",{"name":68,"@type":59,"acceptedAnswer":69},"What transition does the article say is needed to support a positive school climate?",{"text":70,"@type":62},"A successful shift requires strong support and training for both teachers and administrators, along with consideration of effective alternatives in places with high suspension rates.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},590515,1792083786,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":114,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","From Reaction to Prevention  \nTurning the Page on School Discipline  \nILLUSTRATIONS BY DANIEL BAXTER  \nBy Russell J. Skiba and Daniel J. Losen  \nW  \ne stand today in the middle of an important debate on the role, function, and practice of school discipline. There can be no question that any approach we implement should strive to create school cli-  \nmates that are safe, orderly, and civil, and that teach our children basic values of respect and cooperation. The key question revolves around thebestwayto accomplish that goal.  \nRussell J. Skiba is a professor of counseling and educational psychology and directs the Equity Project at Indiana University. A member of the American Psychological Association’s Task Force on Zero Tolerance and the lead author of its report, he has worked with schools across the country, directed numerous federal and state research grants, and written extensively about school violence, school discipline, classroom management, and educational equity. Daniel J. Losen is the director of the Center for Civil Rights Remedies at the University of California, Los Angeles, an initiative at the Civil Rights Project. A former public school teacher, lawyer, and researcher, he has analyzed the trends in school discipline of nearly every school and district in the nation. This article draws upon the latest research on alternatives to punitive discipline and Losen’s Closing the School Discipline Gap (Teachers College Press, 2015).  \nFor some 20 years, numerous policymakers responded to concerns about school safety and disruption with a “get tough”philosophy relying upon zero-tolerance policies and frequent out-of-school suspensions and expulsions. But research has overwhelmingly shown that such approaches are ineffective and increase the risk for negative social and academic outcomes, especially for children from historically disadvantaged groups. In response to these findings, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline.1 District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn.  \nThe recent beginnings of strong models in states, districts, and schools throughout the nation can serve as a guide to more effective and research-based school discipline approaches. Yet thereis also resistance to changing the status quo. Bolstered by a gettough political discourse, some schools and districts have not had the chance to consider effective alternatives to zero tolerance. Educatorsin environments characterized by excessive suspension rates may see themselves with few alternatives to suspension and  \n4 AMERICAN EDUCATOR | WINTER 2015–2016  \nexpulsion. Therefore, a successful transition toward a positive school climate will require strong support and training for both teachers and administrators.  \nIn this article, we trace the course of school discipline over the past 20 years and examine the status of school discipline reform today. We begin with an examination of zero-tolerance, suspension, and expulsion policies, as well as their assumptions and effects. We discuss alternatives that have been proposed and the guidance that has been offered by the federal government, and examine state changes that maybe models for others. Finally, for any new model to be effective, support of teachers and administrators is essential; thus, we consider what educators really need if we are to successfully reform school discipline.  \nHow Did We Get to “Get Tough”?  \nIn the 1970s, suspension rates for students of color, especially those who were black, began to rise, prompting concerns from civil rights groups. In 1975, the Children’s Defense Fund published a report, School Suspensions: Are They Helping Children?, about high and racially disparate rates of out-of-school suspensions. Unjust suspensions wer","cbCaii7xNSS6Zi9D","https://ap.wps.com/l/cbCaii7xNSS6Zi9D","pdf",344023,"English","# From Reaction to Prevention\n## Turning the Page on School Discipline\n## How Did We Get to “Get Tough”?","[{\"question\":\"What debate does the article address about school discipline?\",\"answer\":\"It centers on the role, function, and practice of school discipline and the best way to create safe, orderly, and civil school climates that teach values such as respect and cooperation.\"},{\"question\":\"Why does the article criticize zero-tolerance and suspension-based discipline?\",\"answer\":\"It reports research showing these approaches are ineffective and increase the risk of negative social and academic outcomes, particularly for children from historically disadvantaged groups.\"},{\"question\":\"What transition does the article say is needed to support a positive school climate?\",\"answer\":\"A successful shift requires strong support and training for both teachers and administrators, along with consideration of effective alternatives in places with high suspension rates.\"}]","From Reaction to Prevention - Turning the Page on School Discipline | PDF",1792069805,23]