Abstract
There is a plethora of literature regarding disproportionality in special education, school discipline, and the School-to-Prison Pipeline (STPP). The literature also describes the far-reaching ramifications for African American and other historically marginalized students not receiving the quality education to which they are entitled. These ramifications include poor outcomes in school (e.g., problems with retention and lack of reading proficiency), and lower quality of life outside of school (e.g., lack of high-quality jobs and homelessness). This article discusses factors that contribute to disciplinary exclusion of Black students and other historically marginalized and oppressed populations (e.g., students with disabilities). In addition, it provides research-based practices that teachers, schools, districts, and universities can enact to reduce disciplinary disproportionality, foster more inclusive environments, and help put an end to the STPP.
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