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Uses Emmanuel’s story to illustrate the shift from minor mischief to suspension, then highlights that disciplinary disparities target children of color and other marginalized groups, increasing risks of alienation, poor outcomes, delinquency, and incarceration. Describes a philanthropic initiative aimed at reforming policy, practice, and creating safe, successful, inclusive schools.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/philanthropys-role-in-promoting-positive-approaches-to-school-discipline/590514/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/philanthropys-role-in-promoting-positive-approaches-to-school-discipline/590514.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article question zero-tolerance school discipline?","Question",{"text":111,"@type":112},"It argues suspensions and expulsion disrupt learning and do not improve student behavior or school climate, while increasing risks such as alienation, failure to graduate, delinquency, and incarceration.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who is most affected by harsh disciplinary exclusion described in the article?",{"text":116,"@type":112},"Children of color are disproportionately targeted, including black males, Native American and Latino students, black girls, and gay, lesbian, and gender-nonconforming adolescents, who face harsher punishment at higher rates.",{"name":118,"@type":109,"acceptedAnswer":119},"What does the philanthropic initiative aim to achieve?",{"text":120,"@type":112},"It seeks to change policy and practice and demonstrate a better, more effective approach for creating safe, successful, and inclusive schools, working with young people, parents, educators, civil rights advocates, judges, and government leaders.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590514,1792081900,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","APowerful Partner  \nPhilanthropy’s Role in Promoting Positive Approaches to School Discipline  \nILLUSTRAT IONS BY PAUL ZWOLAK  \nBy Kavitha Mediratta  \nL  \nast year, atthe beginning of ninth grade, my son’s friend Emmanuel was suspended from school for bringing a brick to class. Emmanuel had found the brick in the schoolyard, and with the satirical wit of a 14-year-old,  \nnamed it “Softie” and placed it in a prominent position on his desk. Of course, bricks are not soft, and Emmanuel’s display of irony got a laugh from his classmates as they settled into the lesson of the day. But a routine classroom visit by the school dean led toa trip to the principal’s office, and thus began the trajectory to suspension when a warning would have sufficed.  \nThe award-winning actress and playwright Anna Deavere Smith often poses the question: Whatever happened to mischief?* Indeed. Over the past 30 years, growing numbers of children and youth have been excluded from school for disciplinary reasons.  \nKavitha Mediratta is the chief strategy advisor for equity initiatives and human capital development at The Atlantic Philanthropies. Portions of this article are drawn with permission from Tilling the Field: Lessons about Philanthropy’s Role in School Discipline Reform, a report by LeilaFiester for the Atlas Learning Project and The Atlantic Philanthropies, available [at www.atlanticphilanthropies.org/learning/tilling-the-field](at www.atlanticphilanthropies.org/learning/tilling-the-field).  \nToday, nearly 3.5 million schoolchildren nationally are suspended from school every year. Put in perspective, 1 in 14 public school students is sent home for increasingly minor offenses, often without supervision at home or the supports necessary to reenter school successfully.  \nThe widespread use of suspension and expulsion in schools reflects a national belief in “zero tolerance” to set a tone of academic focus and seriousness and to maintain order and safety. Yet the larger irony of Emmanuel’s story is that this disciplinary approach undermines educational goals. The disrupted learning caused by suspensions does not improve student behavior or school climate. Instead, students like Emmanuel face substantially higher risk of alienation from school, failure to graduate, delinquency, and incarceration.1 These risks are not only to those who are suspended. Zero-tolerance discipline in schools also is associated with higher levels of anxiety and disconnection among peers of suspended students.2  \nEven more alarming, this harsh disciplinary approach most often targets children of color, like Emmanuel, whois from Ecuador. National data indicate that, in 2012, 20 percent of black males  \n*For Anna Deavere Smith on discipline, see “A Conversation on Rethinking School Discipline,” [at www.youtube.com/watch?v=OW68f151E3A](at www.youtube.com/watch?v=OW68f151E3A).  \n34 AMERICAN EDUCATOR | WINTER 2015–2016  \nin the United States were suspended, more than three times the rate of their white counterparts; Native American and Latino students and black girls also were more likely than white students to receive harsher punishment for minor misbehavior.3 Gay, lesbian, and gender-nonconforming adolescents also were disproportionately punished, often at three times the rate of their heterosexual, gender-conforming peers.4  \nA growing number of studies show that these disparities in discipline are not the result of worse behavior. Rather, as researcher Robert Balfanz observes,“Students from these subgroups are often disproportionately suspended for what are minor and non-violent offences, ones which do not require out-of-school suspensions by any state mandates but rather are applied ina discretionary manner by school or district administrators, meaning that alternatives to out-of-school suspension could be employed.”5  \nIwork atThe Atlantic Philanthropies, an international foundation dedicated to advancing lasting change for those who are unfairly disadvantaged or vulnerable","cbCair6aKNArNrrP","https://ap.wps.com/l/cbCair6aKNArNrrP","pdf",214033,"English","# Philanthropy’s Role in Promoting Positive Approaches to School Discipline\n## From Misconduct to Suspension: Emmanuel’s Story\n## The National Scale of School Suspensions\n## Disparities in Discipline and Their Consequences\n## Philanthropic Response and Reform Efforts\n## The Evolution of a Movement","[{\"question\":\"Why does the article question zero-tolerance school discipline?\",\"answer\":\"It argues suspensions and expulsion disrupt learning and do not improve student behavior or school climate, while increasing risks such as alienation, failure to graduate, delinquency, and incarceration.\"},{\"question\":\"Who is most affected by harsh disciplinary exclusion described in the article?\",\"answer\":\"Children of color are disproportionately targeted, including black males, Native American and Latino students, black girls, and gay, lesbian, and gender-nonconforming adolescents, who face harsher punishment at higher rates.\"},{\"question\":\"What does the philanthropic initiative aim to achieve?\",\"answer\":\"It seeks to change policy and practice and demonstrate a better, more effective approach for creating safe, successful, and inclusive schools, working with young people, parents, educators, civil rights advocates, judges, and government leaders.\"}]","Philanthropy’s Role in Promoting Positive Approaches to School Discipline | PDF",1792069805,13]