Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students.
Administrators, educators, students, parents and community members can find on this site tools, data and resources to:
Increase their awareness of the prevalence, impact, and legal implications of suspension and expulsion;
Find basic information and resources on effective alternatives; and
Join a national conversation on how to effectively create positive school climates.
- Upcoming #RethinkDiscipline What Communities Should Know about School Resource Officers
- Chief Hassan Aden
Director of Research and Programs, International Association of Chiefs of Police
- Moses Robinson
School Resource Officer, Rochester Police Department
- Robert Runcie
Superintendent, Broward County Public Schools
- Lisa Thurau
Executive Director, Strategies for Youth
- New 2014 Discipline FAQs Translated into Vietnamese, Khmer, and Lao
a Dear Colleague Letter that explains how public elementary and secondary schools can meet their legal obligations to administer student discipline without discriminating on the basis of race, color or national origin;
Guiding Principles that describe three key principles to guide efforts to improve school climate and school discipline; and
Various tools, including a Directory of Federal School Climate and Discipline Resources and an online Compendium of School Discipline Laws and Regulations.
School Discipline Guidance Package FAQs
Paquete de Orientación Sobre la Disciplina Escolar, Preguntas y Respuestas
សំណួរដែលគេសួរជារឿយៗ (FAQs) សម្រាប់កញ្ចប់ឯកសារនៃសេចក្ដីណែនាំអំពីវិន័យសាលា
Những câu hỏi thường gặp về Tài Liệu Hướng dẫn Kỷ luật Nhà trường
- Supporting and Responding to Behavior:
Evidence-Based Classroom Strategies for Teachers
- Positive Behavioral Interventions and Supports:
Implementation Blueprint and Self-Assessment
- #RethinkDiscipline through Teacher Leadership
- Jeffery Camarillo
- Founding Director, Luis Valdez Leadership Academy, San Jose, CA
- Aman Dhanda
- 2015 Washington Teaching Ambassador Fellow (6th Grade Teacher, Woodland Prairie Elementary School)
- JoLisa Hoover
- 2015 Washington Teaching Ambassador Fellow (4th Grade Teacher, River Ridge Elementary School)
- Brandi Simonsen
- Associate Professor, University of Connecticut
- The Hidden Cost of Suspension:
How can kids learn if they're not in school?
Join Assistant Secretary Michael Yudin, U.S. Department of Education, and Deputy Assistant Attorney General Eve Hill, U.S. Department of Justice, for a live discussion with experts and practitioners regarding school resource officer programs on December 17, 2015 1:30 pm EST. Panelists will discuss the training needs of law enforcement officers in schools, as well as the appropriate role of officers in school safety.
The hosts will be joined by:
Please watch the December 17 discussion at 1:30 pm ET:
This document summarizes evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students.
The Positive Behavioral Interventions and Supports Implementation Blueprint is a guide for leadership teams in the assessment, development, and execution of action plans. The outcome is the development of local capacity for sustainable, culturally and contextually relevant, and high fidelity implementation of multi-tiered practices and systems of support.
Assistant Secretary Michael Yudin, U.S. Department of Education, and Associate Director Lisa Thomas, American Federation of Teachers, will co-host a live online Q&A session for teachers nationwide on November 19, 2015 5:30 pm ET. We encourage teachers to tweet (with first name, city, and #RethinkDiscipline), or post by YouTube comment, questions regarding classroom management practices, alternatives to suspension and office referrals, and the role of teachers in reforming school discipline. The hosts will be joined by:
Please watch the discussion on:
Click on image below to explore three interactive maps illustrating out-of-school suspensions, by district. Zoom in and find your community!
Suspension impacts everyone
In 2011-2012, 3.45 million students were suspended out-of-school.
(Civil Rights Data Collection, 2011-2012)
Of the school districts with children participating in preschool programs, 6% reported suspending out of school at least one preschool child.
(Civil Rights Data Collection, 2011-2012)
Students with disabilities and students of color are generally suspended and expelled at higher rates than their peers.
(Civil Rights Data Collection,2011-2012)
Suspensions don't work—for schools, teachers, or students
Evidence does not show that discipline practices that remove students from instruction—such as suspensions and expulsions—help to improve either student behavior or school climate.
(Skiba, Shure, Middelberg & Baker, 2011)
Suspensions have negative consequences
Suspensions are associated with negative student outcomes such as lower academic performance, higher rates of dropout, failures to graduate on time, decreased academic engagement, and future disciplinary exclusion.
(Achilles, McLaughlin, Croninger,2007; Arcia, 2006; Christle, Jolivette, & Nelson, 2005; Costenbader & Markson, 1998; Lee, Cornell, Gregory, & Fan, 2011; Raffaele-Mendez, 2003; Rodney et al., 1999; Skiba & Peterson, 1999)
There are effective alternatives to suspension
Evidence-based, multi-tiered behavioral frameworks, such as positive behavioral interventions and supports (PBIS), can help improve overall school climate and safety.
(Bradshaw, C., Koth, C.W., Thornton, L.A., & Leaf, P.J., 2009)
Interventions, school-wide and individual, that use proactive, preventative approaches, address the underlying cause or purpose of the behavior, and reinforce positive behaviors, have been associated with increases in academic engagement, academic achievement, and reductions in suspensions and school dropouts.
(American Psychological Association, 2008; Christle, Jolivette, & Nelson, 2005; Crone & Hawken, 2010; Liaupsin, Umbreit, Ferro, Urso, & Upreti, 2006; Luiselli, Putnam, Handler, & Feinberg, 2005; Putnam, Horner, & Algozzine, 2006; Skiba & Sprague, 2008; Theriot, Craun, & Dupper, 2010)