2023/12/13 by Richard O. Welsh
paper · doi:10.1177/00131245231208170
crossref issued 2023/12/13 · crossref published 2023/12/13 · crossref published-online 2023/12/13 · crossref created 2023/12/14 · crossref published-print 2024/09/01 · crossref deposited 2026/04/28 · crossref indexed 2026/07/31
School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.