63,167 results on '"PUNISHMENT"'
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2. From Retributive to Restorative: An Alternative Approach to Justice. EdWorkingPaper No. 23-854
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Annenberg Institute for School Reform at Brown University, Anjali Adukia, Benjamin Feigenberg, and Fatemeh Momeni
- Abstract
School districts historically approached conflict-resolution from a zero-sum perspective: suspend students seen as disruptive and potentially harm them, or avoid suspensions and harm their classmates. Restorative practices (RP) -- focused on reparation and shared ownership of disciplinary justice -- are designed to avoid this trade-off by addressing undesirable behavior without imparting harm. This study examines Chicago Public Schools' adoption of RP. We identify decreased suspensions, improved school climate, and find no evidence of increased classroom disruption. We estimate a 19% decrease in arrests, including for violent offenses, with reduced arrests outside of school, providing evidence that RP substantively changed behavior. [Additional funding provided by the Becker Friedman Institute for Economics at the University of Chicago and the Hymen Milgrom Supporting Organization through the Successful Pathways from School to Work initiative of the University of Chicago.]
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- 2023
3. Supporting Educational Environments Free from Discrimination: A Resource Collection for Elementary and Secondary Schools
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Department of Education (ED), Office for Civil Rights (OCR)
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This resource collection features a selection of Office for Civil Rights (OCR) guidance and resources that may be useful to elementary and secondary schools throughout the school year. For each resource, there is a brief description and a link to full information online. Each topic area includes a combination of specific and general resources.
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- 2023
4. Spare the Rod, Spoil the Child? A Critical Discourse Analysis of State Corporal Punishment Policies and Practices
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Tasminda K. Dhaliwal, Jerome Graham, Yi-Chih Chiang, and Andrew S. Johnson
- Abstract
Corporal punishment (CP), or inflicting pain through spanking, hitting, and paddling, is still legally sanctioned and exercised in U.S. schools. We use critical discourse analysis and draw on state policy documents and data from the Office of Civil Rights to investigate which discourses pervade policy texts and how CP is practiced. These sources reveal discourses relating to morality, delinquency, and authority that draw on ideas associated with power, punishment, and control. Across all these discourses, we find color-evasive and deficit language to justify CP practices that are disproportionally applied to minoritized students. We conclude with policy implications for CP and school discipline more broadly.
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- 2024
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5. Iteration in Mixed-Methods Research Designs Combining Experiments and Fieldwork
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Verónica Pérez Bentancur and Lucía Tiscornia
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Experimental designs in the social sciences have received increasing attention due to their power to produce causal inferences. Nevertheless, experimental research faces limitations, including limited external validity and unrealistic treatments. We propose combining qualitative fieldwork and experimental design iteratively--moving back-and-forth between elements of a research design--to overcome these limitations. To properly evaluate the strength of experiments researchers need information about the context, data, and previous knowledge used to design the treatment. To support our argument, we analyze 338 pre-analysis plans submitted to the Evidence in Governance and Politics repository in 2019 and the design of a study on public opinion support for punitive policing practices in Montevideo, Uruguay. The paper provides insights about using qualitative fieldwork to enhance the external validity, transparency and replicability of experimental research, and a practical guide for researchers who want to incorporate iteration to their research designs.
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- 2024
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6. Restraint and Seclusion: A Review of Practices and Policy
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Katherine A. Graves
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Restraint and seclusion are frequently misused in schools, leading to harmful outcomes for students. There is currently no federal law regulating these practices, which has led to inconsistencies in state and district policies. This policy paper aims to provide a brief background on current definitions, case law, and policies and provide teachers and administrators with ways to advocate for updated laws and policies. Preventive solutions to problem behavior must be embedded into policies and regulations to ensure every student has access to a safe and equitable educational experience.
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- 2024
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7. Considerations before Implementing Punishment-Based Procedures in the Classroom
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Kristina K. Vargo and Christina M. Gushanas
- Abstract
Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students' challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes. However, teachers may (intentionally or unintentionally) select punishment-based interventions as a quick option to reduce challenging behaviors. Because of the undesirable effects sometimes observed with punishment-based interventions, it is critical that teachers only choose them when warranted and subsequently implement them ethically. This article provides teachers with 11 questions to consider when selecting an effective, efficient, and least-restrictive behavior change intervention.
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- 2024
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8. Education of Incarcerated Young People in Malawi: Strategic Plan versus Reality
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Kajawo, Samson C. R. and Johnson, Lineo R.
- Abstract
Education must be accessible to all citizens, including those incarcerated in penitentiaries, to contribute to the socio-economic development of the countries. In Malawi, to enhance incarcerated people's access to quality education in correctional facilities, the Malawi Prisons Service (MPS) included education as a strategic objective in its five-year strategic plan covering the period between 2016 and 2021. This article analysed and compared this strategic education objective against reality to ascertain its implementation and relevance during the implementation period. Guided by Bunning's model of strategic planning, the study employed a qualitative content analysis research method using the 'hybrid approach'. The study mainly used data from the semi-structured interviews involving purposively selected 25 educators and officials from five young offenders' rehabilitation centres in Malawi. Findings revealed a mismatch between the contents of the strategic education objective and the actual reality. The study identified characteristics of Bunning's ritual approach since it was revealed that the strategic plan was developed to please the government and development partners. From the education objective viewpoint, the strategic plan was hardly used during the five years since the educational activities remained the same (even worse) after the implementation period. The young offenders' facilities were still stuck in the punitive philosophy, as evidenced by limited resources in the education section and the management's priority on coerced farming instead of education. It was recommended that the correctional administrations needed to prioritise the provision of quality education for school-aged offenders in correctional policies.
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- 2023
9. Evaluation of the 'School Change' Penalty for Secondary School Children in the Turkish Penal Code
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Mertoglu, Münevver
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It is stated that the "School Change" sanction should be applied to secondary school students if the acts listed in Article 55th of the Regulation on Pre-School and Primary Education Institutions of the Ministry of National Education are committed. Although the aforementioned Regulation states that the student behavior evaluation board should consider the student's age, developmental characteristics, and problems in implementing this sanction, it is known that the "School Change" sanction is applied in practice. The "School Change" sanction foreseen especially for students under the age of 12 in secondary schools may adversely affect the psychological, economic, and academic success of the child. However, in the TPC, it is stated that the child under the age of 12 does not have a criminal capacity and cannot be punished, as she cannot foresee the legal meaning and consequences of the act committed. On the other hand, there are differences in the evaluation and implementation of acts that require disciplinary punishment and those that constitute a crime. Even in terms of discipline, if a child under the age of 12 cannot perceive the meaning and consequences of an act, imposing a punishment that will negatively affect her future may cause irreparable consequences. For this reason, it is recommended to apply the "Condemnation" sanction instead of the "School Change" sanction for students younger than 12 years old.
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- 2023
10. 5 Things for Advocates to Know about Chronic Absenteeism
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Education Trust and Attendance Works
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School attendance is an important predictor of student outcomes. Regular attendance ensures students have access to learning in the classroom and allows students to build relationships with their peers and adults in schools. But too often, students face barriers in and out of school that influence whether they attend school consistently. These high levels of chronic absence have exacerbated educational and societal inequities that existed long before COVID-19. Students from low-income backgrounds, students of color, students whose families speak languages other than English, and those with disabilities are more likely to be chronically absent from school -- and may lack the resources and opportunities to make up for lost time in the classroom. This report lists five things that advocates should know about how leaders can address chronic absence: (1) Chronic absence is often hidden; (2) Chronic absence is a reflection of the school and community environment; (3) Punitive responses are not effective; (4) Improving attendance requires prevention and early intervention; and (5) Reducing chronic absence requires authentic partnerships with students, families, and communities.
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- 2023
11. A Study of Education Administrators' Exertion of Authority Phitsanulok Primary Educational Service Area Office 1
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Nirada Wechayaluck
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The objectives of this study were 1) to study education administrators' exertion of authority 2) to compare education administrators' exertion of authority under Phitsanulok Primary Educational Service Area Office 1. The variables were divided by the administrators' experiences and the sizes of the institutions. The population in this study was 1,161 education administrators and teachers. The number of the samples was 291 determined using Krejcie and Morgan Table, stratified random sample of the sizes of the institutions, and simple random sampling. The study used a 5-point rating scale questionnaire for item-objective congruence ranged between 0.80-1.00 and the reliability was at 0.962. Data analysis statistics were mean, standard deviation, t-test statistic, one-way ANOVA test, and pair difference test by Scheffe's method. The results were found as follows. 1) In general, the level of education administrators' exertion of authority was high. The aspect with the highest mean was the authority of information technology access ([x-bar] = 4.17), while that with the lowest mean was the authority of punishment ([x-bar] = 3.56). 2) There was no difference, in general, in the comparison of education administrators' exertion of authority divided by work experience. However, when each aspect was considered, there were statistically significant differences in the authority of punishment and the sizes of the institutions at statistically significant level of 0.05.
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- 2023
12. Assessing the Implementation of School Discipline Policy in Ghanaian Basic Schools
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Usman Kojo Abonyi and Inusah Salifu
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As part of the effort to create safer and more protective learning environments in Ghanaian schools, the Ghana Education Service in 2017 officially banned all forms of corporal punishment and required teachers to adopt a positive discipline toolkit based on a manual prescribed as an alternative to corporal punishment. This study sought to investigate the implementation of the alternative positive discipline policy in the basic schools of Ghana. The study utilized qualitative research approach to gather data from 15 teachers through semi-structured interviews. Based on thematic analysis, the study showed that the teachers used many discipline methods per the policy on school discipline. They included writing lines, manual work, physical punishments, time-out periods, classroom rules, appointment and withdrawal of positions, and counselling to manage students' behavior. The study, however, found that teachers perceive the positive discipline methods to be ineffective in managing students' behavior compared to the use of corporal punishment. The implication drawn from the study was that despite the use of some alternative discipline methods by the teachers, they have not abandoned all forms of corporal punishments in schools. The study therefore recommended, among other things, that school leaders and other authorities institute surveillance and monitoring systems to check violators and sanction teachers who refuse to employ the non-violent discipline methods prescribed by the Ghana Education Service.
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- 2023
13. We Need to Talk about Education: A Zine about the Fight for Social Justice in Special Education. Community Voices and Experiences about Dis/Ability and Race in Waterloo, IA
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Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC), Ali, Vincent, Ellison, Scott, Hernández-Saca, David, Levingston, Joyce, Mabry, Chatara, Marietta, Anna Patch, Powell, Shakila, Thompson, Karen, and Young, Jamisia
- Abstract
This zine represents a large community project done with the collaboration of Waterloo's NAACP Education Chapter, ASK (Access for Special Kids) Resource Center, community members, caregivers, college students, and faculty. The importance of this zine was to highlight the work from town hall meetings and caregiver interviews, but also show illustrations specifically created to add more depth to these true experiences. It also shows the importance of the fight for social justice in special education for students of Color, through sharing real experiences and centering the voices of the caregivers who advocate for their students. During the townhall, the authors were able to identify Disability Critical Race Theory (DisCrit), disproportionality, and punishment that was caused by traumatic situations for children. Intersectionality was also identified and highlighted to explain the impact of the nexus of factors such as having a dis/ability or lower socioeconomic status, and being able to identify what this means in the K-12 education. Overall, this zine highlights the urgency of the need of culturally responsive and sustaining educators for children and youth of Color, with or without dis/abilities.
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- 2023
14. Impact of School Violence on Learner Participation in South African Secondary Schools: A Qualitative Study
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Rudzani Israel Lumadi
- Abstract
School violence plays a significant role in shaping a school's culture and climate, which can have an impact on the participation and performance of learners in secondary education. In many instances, school violence can hinder the educational aspirations of learners. This paper investigates the impact of school violence on learners through the lenses of social justice theory and an interpretive paradigm. The sample of this qualitative research included three secondary schools in the Vhembe District in the Limpopo Province, South Africa, and are from advantaged and disadvantaged communities, representing a varied sample. Data collection included semi-structured interviews with 27 purposively selected teachers, including three principals, three heads of department, and 21 teachers. Data were analysed and interpreted using the constant comparative method of data analysis. The findings revealed corporal punishment, bullying, and sexual harassment as the major forms of violence perpetrated at the three schools. These are the direct result of the low socioeconomic status of parents, crime in the communities, and cultural and traditional beliefs of the community members. The study found that teachers spend most of their time solving challenges associated with various forms of school violence instead of focusing on teaching and learning. School violence also affects learners' concentration, thus increasing poor academic performance, classroom chaos, bunking of classes and depression. The study suggests that the victims of any form of school violence are encouraged to report the perpetrators to the school teachers and principals immediately. In addition, the school must conduct awareness seminars and workshops on various forms of school violence. If not monitored, these causes and effects may contribute to the widening gap of unequal educational outcomes of learners in the country.
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- 2024
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15. The Color of Overrepresentation: Disciplinary Implications of Implicit Bias towards African American Students
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Victoria Symphony-Guillory Anderson
- Abstract
Disproportionate discipline, also known as the discipline gap, is the result of the frequent occurrence of punitive or exclusionary discipline measures. It represents a flaw in the educational system that negatively disrupts the African American student population more than any other demographic. This form of punishment removes students from the learning environment via in-school suspension, out of school expulsion, or expulsion. The impact of exclusion on students' academic trajectory can be devastating. Implicit bias is considered a driving force for the disparities in discipline data. How educators and school staff perceive African American students and their behavior is thought to be a result of stereotypes, misconceptions, and misjudgments stemming from historically adopted patterns of marginalization towards the African American population. This study sought to fill the dearth of research regarding the role of implicit bias in disproportionately assigning disciplinary sanctions to African American students. Using the lens of implicit bias theory and microaggression theory, this study sought to understand the nuances of implicit bias with connection to behaviors resulting from that bias. Both theories serve as a foundation for understanding the parallel between marginalization and racial prejudice. The researcher conducted virtual, semi-structured interviews with five participants via Zoom, then employed thematic analysis through narrative inquiry design. The participants consisted of two elementary teachers, two middle school teachers, and one high school teacher. Four themes demonstrated the impact of implicit bias. Through the data, the participants' experiences revealed that African American students are treated differently and often more harshly than other groups of students. Findings illustrated misconceptions and misjudgments associated with African. To mitigate personal bias in this study and improve trust, the researcher employed verification techniques including critical panel, peer review and debriefing as well as member checking. Recommendations for future research include continuing to explore the connection between the legacy of slavery and discrimination towards African Americans. Additionally, further research should be centered around the cultural awareness of educators, school administration and staff. Lastly, further exploration on this topic can provide a greater understanding of the positive impact of restorative justice and behavioral management training as a catalyst for equitable disciplinary procedures for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
16. Impact of COVID-19 on Young Children and Families in Jamaica
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Maureen Samms-Vaughan, Sydonnie Pellington, and Rosan Reynolds-Salmon
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This study aimed to assess the vulnerabilities of young Jamaican children in the first few months after the COVID-19 pandemic emerged in Jamaica in March 2020. The study participants (n = 649) were identified from a sub-sample of 1,311 families from an existing national, population-based Jamaican birth cohort of 9,500 children and families. The birth cohort enrolled children and families at children's birth in July to September 2011. Computer-assisted telephone interviews of parents or primary caregivers conducted April to June 2020 inquired about household and family characteristics, socio-economic status, and children's wellbeing prior to and since the pandemic. Data were entered into SPSS and frequency and cross-tabulation analyses conducted. Participants reported increased financial difficulties; reduced access to children's education, particularly for pre-school children; increased parenting demands, particularly for mothers; and increased levels of corporal punishment use. Children and families of lower socio-economic status were more economically vulnerable, and more academically vulnerable due to limited means of access to remote education, but were not at higher risk for harsh discipline. Participants prioritized the need for educational support for children over financial support and physical and mental health support for themselves. The information from this study may be used to inform similar situations of crisis.
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- 2024
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17. College Students' Attitudes toward Denying Admission to Prospective Students with Criminal Records
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Alexander L. Burton, Haley N. Puddy, Sunmin Hong, Velmer S. Burton, and William T. Miller
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Each year, thousands of prospective students are denied admission to universities because they possess a criminal record. Prior research finds that university officials and faculty are generally accepting of those with records attending universities. To date, few studies have examined the perspectives of college students on this matter. The current study adds to this literature by examining college students' (n = 846) attitudes toward denying individuals admission to universities based on possessing a criminal record. The results reveal general opposition toward denying prospective students solely on the basis of possessing a record. However, divisions exist among students and fall on factors related to criminal justice system contact and racial, punitive, and political viewpoints.
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- 2024
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18. Exploring Disproportional Use of Exclusionary Punitive Practices by Disability Group: Evidence of Higher Disproportionality in Low-SES Chilean Students with ADHD
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Verónica López, Claudio Allende, Christina Bosch, Sebastián Ortiz-Mallegas, Juan Pablo Valenzuela, and Luis González
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Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds-ratio increase from 30% to nearly 150%, with higher rates for low-SES students with ADHD. These findings suggest that in Chile, student-level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.
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- 2024
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19. Spare the Rod, Spoil the Child: Perspectives of Educators Who Are Also Parents of Public School Children, Regarding Effective Discipline Practices in Urban Elementary Schools in Predominately African American Communities
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Ada Whyte
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The purpose of this phenomenological qualitative research study was to analyze the perspectives of educators who are also parents of public-school children regarding the effectiveness of the implementation of punitive, exclusionary and restorative discipline practices within low-income urban elementary schools. The guided protocol questions in this study examined the discipline practices that educators deemed effective in influencing African American students to make better behavioral choices and improve their academic performance. This study explored how punitive, exclusionary and restorative practices are used in two Title 1, elementary schools located in South Texas. The research questions enabled further exploration into what educators who are also parents of children enrolled in public schools understand about current school discipline practices mirroring discipline practices that are enforced at home. This study included individual interviews from eight participants, four from each campus, and one focus group comprised of four individuals, two from each of the selected campus. This study used historical disciplinary and demographic data to highlight the disparities that still affect African American students despite the implementation of restorative practices. Data supported the necessity of understanding current school discipline policies in order to take the appropriate action to modify them. Findings indicated that while using punitive measures could hold students accountable for their behavior, they might also have the opposite effect of what was intended. Findings also revealed that disciplinary procedures as well as the general atmosphere of a school or community may be significantly impacted when punitive and restorative methods are combined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
20. A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders
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Christopher T. H. Liang, Sarah A. Rosati, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Vivian Mui, Lee Kern, and Jennifer Freeman
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Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research.
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- 2024
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21. Second Language Acquiescence of Multilingual Students in Tanzania
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Ann E. Roemer
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This research, conducted at a major university in Tanzania, investigated the personal experiences of multilingual students vis-à-vis the government's language policy requiring Swahili as the language of instruction (LoI) at the primary level and English at the secondary level. The participants, who spoke 25 different languages as their L1, were placed into 49 different language groups and asked to write what they remembered about the language policy where they attended school. The data show that Gramsci's cultural hegemony is occurring in Tanzania. The "common sense" is that people truly believe English is symbolic of prestige and power--even though few people know it or use it. The parents insist that their children be taught in English (consensus), and the schools strictly enforce the language policy (coercion). As subalterns, the students in this research reported that they did acquire Swahili, but they also wrote about not knowing the LoI when they began school; undergoing inordinate physical and psychological punishment; feeling their L1s were stigmatized; and learning little English--or any other subject. Thus, the elites of the country have been trying to impose a European language on the citizens--in lieu of an educated, multilingual, African nation.
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- 2024
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22. Assessment for Equity: Exploring How Secondary Educators Utilize Classroom Management and Assessment Practices to Sustain Student Identities
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Lindsay E. Romano
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Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race, disability status, and the use of punitive discipline at a national level, less is known about the ways in which teachers' approaches to classroom management and classroom management assessment influence these trends at the classroom level. This article addresses this by exploring findings from a qualitative study examining classroom management approaches across five focus groups consisting of 25 educators to identify how educators' management and assessment practices sustain the identities of their students. Based on these findings, recommendations for future research and practice are discussed.
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- 2024
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23. Associations between School-Wide Practices and School-Wide Bullying: Advancing the Cross-Country Understanding of Teachers' Perspectives from the U.S. and China
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Chunyan Yang, Quennie Dong, Ella Rho, and Zhaojun Teng
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To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and emotional learning [SEL] practices) and school-wide bullying between United States (n = 1,833) and Chinese (n = 1,627) teachers from middle and high schools. Measurement invariance tests confirmed that the associations between the three forms of school-wide practices and school-wide bullying were comparable across the two countries. Results of multilevel analyses suggested that more frequent positive practices at the between-school level were associated with increased school-wide bullying in the United States but decreased school-wide bullying in the Chinese. Also, more frequent punitive practices at the within-school level were associated with increased school-wide bullying in both the U.S. and Chinese samples, and this positive association between punitive practices and school-wide bullying was significantly stronger in the Chinese sample than in the U.S. sample. More frequent punitive practices at the between-school level were also associated with increased school-wide bullying in the U.S. sample, but not in the Chinese sample. Moreover, the frequent SEL practices at the within-school level were significantly associated with decreased school-wide bullying in the United States, but not in China; the frequent SEL practices at the between-school level were associated with decreased school-wide bullying in the United States but increased school-wide bullying in China. Implications for school-wide practices in bullying prevention and intervention with sociocultural considerations were discussed.
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- 2024
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24. Are Schools Stricter at the Border? Investigating the Relationships between School Strictness, Juvenile Justice, and the Border
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Kay S. Varela, Janice Iwama, Miner P. Marchbanks III, Krystlelynn Caraballo, Anthony A. Peguero, Jamilia Blake, John M. Eason, and Jun Sung Hong
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Immigration disparities are associated with strict school climates and juvenile justice. Place also matters concerning school strictness and disproportionate minority contact for minority youth. What remains unknown is the relationship between school strictness, immigration, and punishment along the Texas-Mexico border. Drawing from the Texas Education Agency's (TEA) Public Education Information Management System (PEIMS), we address two questions regarding the relationship between school strictness and juvenile justice referrals in border and non-border schools. First, do the relationships between school strictness and juvenile referrals differ between border and non-border schools? Second, does school strictness moderate the children of immigrants' juvenile justice referrals at border and non-border schools? Findings indicate border and non-border distinctions regarding both strict and lenient school disciplinary practices and the relationships with juvenile justice referrals. This study contributes to juvenile justice research by investigating potential links between school strictness, immigration, juvenile justice referrals, and place.
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- 2024
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25. Schools and the Rise of Mass Incarceration in a Post-'Brown' World
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In this article Matthew B. Kautz theorizes schools as unique carceral institutions with the capacities to criminalize, surveil, discipline, and punish and demonstrates how they have mobilized these unique abilities to establish social control. By tracing the development of school disciplinary policy and practice following "Brown v. Board of Education," the essay illuminates how policy makers produced politically salable narratives of criminality to rationalize the expansion of jails and prisons during a period of major economic restructuring. Engaging with this history, Kautz provides a different lens for considering contemporary education policy.
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- 2024
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26. Carceral and Cathartic by Design: An Anti-Racism Historical Analysis of School Discipline in the U.S.
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John A. Williams III
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The longstanding overrepresentation of Black, Indigenous, and other People of Color (BIPOC) students in United States K-12 exclusionary school discipline outcomes (i.e., suspension, expulsions, referrals to law enforcement and arrests) underscores the unrecognized concept that school discipline disparities are a purported outcome--rather than a flaw--of a racialized educational system. While these outcomes are prevalent across all school locales, they are of more significant consequence in urban schools/districts due to ineffective racial integration efforts and the historical and contemporary forms of hyper-(re)segregation. For historically marginalized communities, schools and the functionality of school discipline serve to maintain racism through what can is the cathartic carceral system: the policies, approaches, and practices that establish punitive/prison-like school disciplinary outcomes that promulgate the exclusion or release of racialized students in order to maintain, restore, and protect racism and thus whiteness. The purpose of the article is threefold: (1) define the cathartic and carceral school discipline system; (2) analyze historical artifacts (research, books, newspaper articles) that describe or interrogate race/racism, school discipline, and pivotal stakeholders (teacher education, school administrators, teachers, and support personnel) through critical race theory and content analysis; and (3) proffer transformative solutions according to the findings for PK-12 stakeholders and teacher educators through an anti-racism framework. This content analysis of history will focus on three significant educational periods concerning school discipline; pre-segregation (before "1954 Brown v. Board of Education" ruling), early integration (post-Brown until 1975), and post Children's Defense Fund Report in 1975, which from a national perspective, was seminal in establishing the relationship between race and school discipline outcomes.
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- 2024
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27. Higher Education: Department of Education Should Improve Enforcement Procedures Regarding Substantial Misrepresentation by Colleges. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-23-104832
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US Government Accountability Office (GAO) and Emrey-Arras, Melissa
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If colleges provide inaccurate or misleading information about, for example, their students' ability to transfer course credits to another college or qualify for a specific certification after graduation, students may have difficulty completing their degree, finding a job in their field, or paying back their student loans. Education is responsible for enforcing a prohibition against colleges making these types of statements, when it determines they meet the definition of "substantial misrepresentation." GAO was asked to review Education's oversight and enforcement of this prohibition. This report examines (1) how Education has organized its oversight activities and enforced this prohibition since the agency created its Student Aid Enforcement Unit in 2016, and (2) the extent to which Education has complete and updated written procedures for enforcing this prohibition. GAO reviewed relevant federal laws, regulations, and Education documents; analyzed Education data for fiscal years 2016 through 2021; and interviewed Education officials. GAO recommends that Education (1) complete written procedures for substantial misrepresentation investigations, including for selecting colleges and conducting investigations; and (2) update written procedures for imposing penalties, as appropriate, on colleges that engaged in substantial misrepresentation. Education agreed with GAO's recommendations.
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- 2022
28. Music Class and Abuse
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Özevin, Banu
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It is important for the teacher, who is one of the main actors in the cognitive, mental and psychological development of their students, to create a safe educational environment. However the state in Turkey has received reports that have found abusive behavior by some teachers. The main objective of this study is to question the existence of abuse by music teachers. The participants of the study consisted of 902 students studying in different Faculty of Education departments in Turkey. The research is a descriptive study and employed a survey model. The data were collected through an "Abuse in Music Class Questionnaire", which was developed by the researcher. The results revealed that more than one-quarter of the responding students experienced emotional abuse and 5 to 10% suffered physical abuse in music classes during middle school and high school. Men reported emotional abuse significantly more than women. This study showed that students may experience abuse in music classes and that emotional abuse is more common than physical abuse. As far as reasons for abuse, classroom management problems, a lack of knowledge about pedagogic principles in the developmental characteristics of children, and teaching methods are highlighted.
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- 2022
29. 'You Need to Be More Responsible': The Myth of Meritocracy and Teachers' Accounts of Homework Inequalities
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McCrory Calarco, Jessica, Horn, Ilana S., and Chen, Grace A.
- Abstract
How do teachers account for homework-related inequalities? Our longitudinal ethnographic study reveals that, despite awareness of structural inequalities in their students' lives, elementary- and middle-school teachers' practices centered the myth of meritocracy. They treat struggles with math homework as products of students' and (particularly in elementary grades) parents' insufficient responsibility, effort, and motivation. These interpretations then justify homework practices that reinforce inequalities, including assigning homework that exceeds what students can complete independently and rewarding/punishing students based on homework. We discuss implications for debates about homework and the dangers of meritocracy myths and offer recommendations for more equitable alternatives.
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- 2022
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30. An Exploration of the Relationship between PBIS and Discipline Outcomes for Students with Disabilities
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Simonsen, Brandi, Freeman, Jennifer, Gambino, Anthony J., Sears, Sandra, Meyer, Katherine, and Hoselton, Robert
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To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national U.S. study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.
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- 2022
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31. Coordinated School Health: 2021-22 Physical Education/Physical Activity (PE/PA) Annual Report
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Tennessee Department of Education
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The Tennessee Department of Education's office of coordinated school health (CSH) works with every school district in the state to address all aspects of student health, with a special emphasis on reducing Tennessee's childhood obesity rates. Encouraging adequate physical activity and providing physical education for all students are the central tenets of the CSH model. CSH oversees state physical education standards as set forth in Tennessee curriculum standards and the Tennessee Physical Activity Policy. This annual report provides data on: (1) Tennessee 2021-22 Physical Activity/Physical Education Data; and (2) Physical Activity and Physical Education in Tennessee -- Priority Health Behaviors. Recommendations for developing and implementing physical activity policies and practices for students are included. [For the 2020-21 report, see ED628445.]
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- 2022
32. Literature Review -- School Discipline
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Intercultural Development Research Association (IDRA), Bishop, Sarah, Craven, Morgan, Galer, Deanna, Wilson, Terrence, and Duggins-Clay, Paige
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Schools should be spaces where students feel safe and welcome, actively engage with learning, and strive for success. Discipline policies and practices should reinforce these values, particularly safety and belonging. Unfortunately, ineffective discipline practices that punish students harshly and take them away from the classroom -- like suspensions, alternative school placements, corporal punishment, referrals to law enforcement, and expulsions -- are prevalent in U.S. schools. This technical assistance package and literature review is designed to help school leaders and educators identify ways to proactively build safe and trusting communities and end their reliance on approaches to discipline that are harmful to students. This report also addresses the persistent disparities in the administration of school discipline that target students of color, students with disabilities, and LGBTQ+ students. These troubling disparities demand interventions for the educators and administrators who are determining how and who to punish. It is critical to remember that disparities in punishment may be a reflection of adult bias and lack of training, rather than an indication of the prevalence of challenging student behaviors.
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- 2022
33. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. Occasional Paper. RTI Press Publication OP-0077-2209
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RTI International, McKnight, Katherine, Venkateswaran, Nitya, Laird, Jennifer, Dilig, Rita, Robles, Jessica, and Shalev, Talia
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Research has shown educators' implicit biases to be a key factor in creating and perpetuating disparities in students' experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV "relational" home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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- 2022
34. Reducing Physical Restraint in Educational Settings: A Systematic Literature Review
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Hodgkiss, Bethany and Harding, Emma
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Physical restraint is a restrictive practice used in schools across the UK and there have been recent concerns around the appropriateness and frequency of using this intervention with pupils. Current data suggest that pupils with Special Educational Needs (SEN), a vulnerable and diverse group, are experiencing the majority of physical restraint used in educational settings. Physical restraint can lead to negative emotional and physical consequences in pupils who experience it and it is, therefore, important to explore alternative strategies to reduce or eliminate its use in educational settings. A systematic literature search found 15 studies (date range 1999-2019) that explored the effectiveness of school-wide or individual approaches in reducing the frequency and/or duration of physical restraint. Most studies saw a significant decrease in physical restraint, and this study will discuss the key elements of the successful approaches, as well as consider the facilitators and barriers to implementation.
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- 2023
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35. Completing the Circle: Linkages between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools
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Huguley, James P., Fussell-Ware, Dashawna J., McQueen, Shanté Stuart, Wang, Ming-Te, and DeBellis, Bianca R.
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Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced. [For the corresponding grantee submission, see ED620749.]
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- 2022
- Full Text
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36. What a Systematic Review of 32 Evaluations Says about the Impact of School-Based Law Enforcement
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WestEd Justice and Prevention Research Center, Fisher, Ben, and Petrosino, Anthony
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Over the past several decades, the presence of school-based law enforcement (SBLE) has grown steadily in the United States. In recent years, along with the steady growth of SBLE, criticisms of SBLE have grown louder and more pointed. This brief reports on the results of a study that applied a rigorous literature synthesis method--a systematic review--to synthesize the empirical literature on the relationship between SBLE and crime and behavior, perceptions of school, and learning outcomes.
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- 2022
37. Perceived Effectiveness of Students' Punishment by Teachers in Osun State, Nigeria
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Okesina, Falilat Anike and Famolu, Florence Bosede
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Anti-social behaviors among Nigerian in-school adolescents continue to increase in an alarming rate. This study assessed teachers' perceived effectiveness of punishment on student by in Osun State, Nigeria. Participants' age and years of teaching experience were examined. The research design employed in this study was survey with a population of 200 teachers as the participants. For data collection, a questionnaire designed by the researcher was administered. Percentage, t-test and Analysis of Variance (ANOVA) were used to analyze the two postulated null hypotheses at 0.05 alpha level. Results showed that teachers in Osun State perceived punishment on students as highly effective; no statistical difference was found in the participants responses based on age and years of teaching experience. It was recommended that teachers should be aware of the positive ways of executing punishment for it to be effective by attending trainings, talk shows, seminars, and workshops.
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- 2022
38. Case Study of the out of School Teenage Mothers' Lived Experiences and Perceptions on Education in Rusororo Sector, Rwanda: A Back to School Framework
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Gatsinzi, Patrick
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This study purposed to investigate the lived experiences of out of school teenage mothers during pregnancy, and post-delivery in Rusororo Sector, Gasabo district, Kigali City. It is a qualitative study that used case study design to investigate the school teenage mothers (participants) on their perceived school experience with fellow students, teachers and school leaders, study courses, and parents; the psychological and socio economic effects, and their future education perceptions. Purposive sampling was used to select the sample size participants and the area of study. Convenience sampling and snowball sampling were used to reach the available participants. Semi-structured interviews were used to collect data. Thus, using interviews, data was collected through note taking and voice/audio-recording. In data analysis, data was analyzed through manual comparative and thematic analyses. Results showed that teenage mothers view of further education is attainable through vocational training; pregnancy had psychological effects of depression, loneliness, self-denial on them; pregnancy had social effects of parental denial and expulsion and economic effects of hard living and doing manual work for survival; its educational effects include dropout and study retardation; teenage mothers lived a sorrowful experience of single living without support and most attempt suicide while pregnant. Solutions to curb pregnancy among teenage girls include forum discussions, sex temptation identification, parent-daughter discussion, counseling services and offender punishment. It was concluded that teenage mothers lived a sorrowful and unsupported life that make them academic dropouts. The study provided broad insights and a framework on the teenage mothers' lived experience and their education.
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- 2022
39. Exploring Teacher Effects on Intensifying and Minimizing Mathematics Anxiety among Students in Sokoto State, Nigeria
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Ismail, Norulhuda, Garba, Aliyu, Osman, Sharifah, Ibrahim, Nor Hasniza, and Bunyamin, Muhammad Abd Hadi
- Abstract
Mathematics anxiety is the feeling of tension and fear which interferes with the manipulation of numbers in ordinary life and academic setting. This study aimed at exploring students' level of mathematics anxiety and teacher behavior and speech which intensifies and minimizes mathematics anxiety among secondary schools in Sokoto state, Nigeria. In total, 109 questionnaires regarding mathematics anxiety named the cognitive, emotion, physical-mathematics anxiety rating (CEP-MAR) were distributed to students and 102 were returned. From the responses in the questionnaire, 20 of the most mathematics anxious individuals were selected to participate in a photovoice project. These 20 students were given cameras and asked to capture classroom events, which impact on their mathematics anxiety. Afterwards, a one-to-one semi-structured interview was conducted with each student to discuss the photos. The findings disclosed that teachers' behavior and speech such as being too quick in mathematics classroom lessons, giving too many notes, exercises, punishments and embarrassing/alarming statements have a significant effect in intensifying mathematics anxiety. The findings also showcased that quiz/competitions, good learning environment, intrinsic and extrinsic motivational statements help in minimizing mathematics anxiety. This study provides further evidence that teachers have both positive and negative effect on students' mathematics anxiety.
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- 2022
40. Exploring the Perceived Causes and Management of Challenging Behavior in Namibian and Ghanaian Schools
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Chitiyo, Morgan, Kumedzro, Felix K., Taukeni, Simon G., Chitiyo, Argnue, Ahmed, Siddiq, Alzayyat, Lubna, and Green, Bridget
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Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n=502) and Namibian (n=554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countries did not believe that physical punishment was an effective way to address challenging behavior and did not support its use in schools. Teacher training programs in both countries need to emphasize the use of evidence-based proactive strategies to address students' challenging behavior in order to minimize the use of punitive strategies such as physical punishment.
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- 2022
41. Juvenile Delinquency in China: Causes and Prevention
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Bu, Qingyun
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Juvenile delinquency is one of the most complex social issues confronting both developing and developed nations in today's rapidly changing world. In China, adolescent criminality is likewise increasing at an alarming rate. In this study, we examined the status quo of juvenile delinquency in China, elucidated the reasons for adolescent crime from the perspectives of the individual, family, school, and society, and proposed preventive methods to provide insight into the reduction of juvenile delinquency in China.
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- 2022
42. Discipline Policy Reform: A Review of Oakland USD Following an OCR Investigation
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Robert, Catherine and Okilwa, Nathern S. A.
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Research demonstrates harmful effects of disparate discipline practices on outcomes for students of color. The Office of Civil Rights (OCR), under the Obama administration, significantly increased investigations under the mandate of Title VI. In this study, we examine OCR's investigation of Oakland Unified School District (OUSD) to establish the district's response following findings of disproportionality for African American students. Current OUSD discipline data indicates persistent discipline disparities remain, yet OUSD has undertaken significant reform initiatives. These initiatives include establishing Restorative Justice programs, an African American Male Achievement Program (AAMA), and extensive internal review and revision of data collection practices for disciplinary incidents. Our findings indicate that challenges to this disciplinary reform effort include data quality, training, and the district's continuing commitment to reform following the conclusion of OCR oversight.
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- 2022
43. Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services
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Dlamini, Ruth N., Ede, Moses Onyemaechi, and Okeke, Chinedu Ifedi
- Abstract
The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners' rights. Given the findings, some notable recommendations were highlighted.
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- 2022
44. A Mixed Methods Approach to Developing a Scale on Parents' Practices to Reward and Punish Their Children
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Atli, Abdullah, Sad, Süleyman N., and Özer, Niyazi
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This exploratory mixed method research aimed to develop parent and child forms of a scale to measure parents' practices to reward and punish their children. For the qualitative strand, semi-structured interviews were conducted with parents (n = 54) and their children (n = 39). The qualitative analysis revealed four major themes regarding parental rewarding practices (material rewards, activity-based rewards, permission, and verbal and emotional rewards) and three major themes regarding parental punishment practices (response cost, verbal and emotional punishment, and corporal punishment), which were used to develop two sets of prospective items. At the quantitative strand, EFA and CFA analysis were performed using data obtained from a total of 701 parents and 620 children to test the psychometric properties. As a result of the research, both Parent (PRPS-P) and Child (PRPS-C) forms of Parental Reward and Punishment Scale (PRPS) were developed for use at the K-12 level with favorable psychometric properties.
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- 2022
45. Examining Mothers' Own Childhood Experiences, Behaviours toward Their Children and Attitudes toward Violence
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Kabakli Çimen, Latife
- Abstract
This research aims to examine the child-rearing experiences and attitudes toward the violence of mothers who witnessed or experienced violence in their childhood and those who have not. The research is conducted over a study group of 30 mothers whose 5- to 6-year-old children are attending kindergarten. The data have been collected using the semi-structured interview technique and analysed by performing descriptive analysis. As a result of the data analysis, the research findings have been gathered under five main themes: witnessing violence in childhood, unwanted behaviours in children, behaviours toward children when angry, punishments applied to children, and perspective on violence. According to the obtained results, 43.3% of the participant mothers had encountered a violent event that had affected them in their childhood, while 36.7% had not encountered any violent event. Regarding their child-raising experiences and attitudes toward violence, there were differences between mothers who had witnessed or experienced violence in their childhood and those who had not. When assessing the perspective on violence, 70% of the mothers consider using violence to be wrong, are completely against violence towards women and children, and believe that violence does not solve problems but instead leads to more violence. [This study was presented at the 10th International Educational Administration Forum (EYFOR X) held in Antalya/Turkey on 7-10 November 2019.]
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- 2022
46. The Relationship between Self Leadership and Teachers' Psychological Well-Being
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Palak, Ilker and Ira, Nejat
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The aim of the study is to examine the relationship between self-leadership and teachers' psychological well-being. Relational screening model was used in the study. The universe of the research is 2465 teachers working at all levels of public schools in Beykoz district of Istanbul. The sample of the study consists of 337 teachers selected from schools in all levels in Beykoz district of Istanbul, using the simple random method. Within the framework of this research model, according to teachers' perceptions; the relationship between teachers' self-leadership characteristics and their psychological well-being was investigated. Data results of "Self Leadership Scale" and "Psychological Well-Being Scale" were analyzed in IBM SPSS 22.0 program. It was found that the teachers showed the most results in the sub-dimension of "self-observation" and the least in the "self-talk" sub-dimension. In addition, a significant and positive effect was determined according to the results of the regression analysis in the sub-dimensions of goal setting, self-observation, and imagining successful performance. It was determined that there was a significant negative effect in the self-punishment sub-dimension.
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- 2022
47. Crisis Response Workgroup. Report to the Legislature
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Washington Office of Superintendent of Public Instruction and Lee Collyer
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The 2022 Legislature directed the Office of Superintendent of Public Instruction (OSPI) to create an advisory workgroup with specific participants to report back on topics related to student isolation and seclusion. This legislative report provides a background on the workgroup, history of isolation and restraint, current practices in the state of Washington, and detailed recommendations of the workgroup. The workgroup developed four categories of recommendations: (1) Eliminating the use of isolation and chemical restraint; (2) Access to proactive and effective mental health and trauma informed behavioral supports; (3) Training on de-escalation practices; and (4) Improving data collection, use for decision making, and monitoring. This report includes sample legislative text to amend House Bill (HB) 1240 to enact the recommendations.
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- 2022
48. Restraint and Seclusion Procedures with Children with Autism Spectrum Disorder
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Marques, Allie R. and Barnard-Brak, Lucy
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Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these behaviors, they are even more likely to be subjected to these restrictive interventions. Policy on restrictive interventions is not outlined in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, the federal special education law, leaving states to determine their own policies. Issues surrounding current policy and law on restraint and seclusion, as well as recommendations, are discussed.
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- 2023
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49. Organisational Impact on the Use of Restrictive Measures: The Perspective of Swedish Front-Line Managers
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Björne, Petra, McGill, Peter, Deveau, Roy, and Hofvander, Björn
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Background: Restrictive measures (RM) are prevalent in services for people with intellectual disabilities. This study investigates managerial awareness of RM and the nature of organisational supports required to reduce their use. Method: A survey asked front-line managers and staff what (RM) were used, their purpose, impact and importance (10-item Likert scales) and what organisational changes were required (free text). Responses were analysed using descriptive methods and content analysis. Results: Managers reported a lower use of RM, compared with staff. According to managers, RM were mainly used to keep service users from harm, their use having a significant impact. Opportunities to change practices were limited by a lack of resources and organisational support. Conclusion: Front-line managers seem to lack the capacity to address the use of RM due to organisational drift; limited manager time and opportunity to allocate resources; inadequate environments; and lack of skilled staff, knowledge and relevant professional input.
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- 2023
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50. Reducing Violent Discipline by Teachers: A Matched Cluster-Randomized Controlled Trial in Tanzanian Public Primary Schools
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Masath, Faustine Bwire, Mattonet, Katharina, Hermenau, Katharin, Nkuba, Mabula, and Hecker, Tobias
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Violent discipline in schools infringes on children's rights and is associated with harmful developmental consequences for students. This calls for effective intervention programs, particularly in countries with high prevalence of violent discipline in schools. This study tested the effectiveness of the preventative intervention "Interaction Competencies with Children--for Teachers" ("ICC-T") in reducing violent discipline by teachers in a two-arm matched cluster-randomized controlled trial. The sample comprised teachers (n = 173, 53.7% female) and students (n = 914, 50.5% girls) from 12 public primary schools from six regions in Tanzania. Teacher physical and emotional violent discipline reported by teachers and students was assessed before and six to eight and a half months after the intervention. The schools were randomly allocated to either intervention (6; "ICC-T") or control condition (6; no intervention). Teachers were not blinded. Students and research assistants conducting the follow-up assessment were blinded. A series of multivariate multilevel models revealed significant "time*intervention" effects on physical violent discipline reported by teachers and students and teachers' favorable attitudes towards physical violent discipline, "FDRs" < 0.05. In addition, we found a spill-over effect on peer-to-peer violence and students' externalizing, "ps" < 0.05. There were no significant "time*intervention" effects either on emotional violent discipline, "FDRs" > 0.05, teachers' favorable attitudes towards emotional violent discipline or on student's internalizing problems and academic performance, "ps" > 0.05. Our results provide further evidence that "ICC-T" may positively change teachers' violent disciplining behavior and their attitudes towards violent discipline. ClinicalTrials.gov, NCT03893851.
- Published
- 2023
- Full Text
- View/download PDF
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