This effect is driven almost entirely by black students, especially black boys, who are markedly less likely to be subjected to
exclusionary discipline when taught by black teachers.
We find clear evidence that elementary school students are less likely to be subjected to
exclusionary discipline when their race matches that of their teacher.
[11] They find black students in North Carolina were less likely to be subject to
exclusionary discipline when they had black teachers rather than white teachers, even within the same school.
Not exact matches
Rachel Flynn, an education researcher at New York University, recently studied the impact of such professional development and found
when its done well it has «the potential to improve teacher behavior management practices and reduce
exclusionary discipline.»
While the evidence does suggest that school climate is worse
when exclusionary discipline practices are more widespread, this evidence is not causal.
Several studies have shown that
when low - income black students have even one black teacher, they are more likely to graduate and less likely to experience
exclusionary discipline.
When teachers build relationships with their students through strong emotional supports and high - quality teaching, it leads to increased cooperation and engagement in the classroom as well as fewer instances of
exclusionary discipline.
Our schools contribute to these conditions
when we respond to student misbehaviors and acts of defiance with
exclusionary and punitive
discipline practices.
That federal guidance helps teachers and schools reduce
exclusionary discipline like suspensions and encourages proactive approaches to address the causes of misbehavior and hold students accountable in the inevitable cases
when students make the wrong choices, known as restorative practices.