[Abstract]
Research shows disproportionate rates of suspensions and expulsions for youth of color and youth with special needs. Removing these students from schools at higher rates reinforces the education gap and puts them at a sustained disadvantage academically and socially. This thesis explores trends in discipline in Boston area schools and programs designed to address disciplinary issues. To provide further context to the available data, a sample of public school teachers were surveyed on their experiences with classroom conflict. My research found that according to the public data, Black and Hispanic students were disproportionately suspended when compared to their White counterparts across both general and special education programs. Teachers reported wanting to receive more training on conflict resolution methods.
My research suggests that alternative disciplinary programming based on models such as Positive Behavioral Interventions and Supports and restorative justice may help to reduce the disproportionate use of suspensions and expulsions of minority students and facilitate more constructive responses to conflict.