This chapter will introduce readers to the history and current relevance of classroom discipline practices in U.S. public schools, the impact of inequitable practices on student outcomes, and the need for and implementation of equitable and culturally responsive classroom behavioral strategies. Using the three-pronged framework of equity and…

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in…

Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented…

This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an…