This What Works Brief summarizes state-of-the-art practices, strategies, and programs for improving school climate. This brief reviews the limitations of obedience-oriented, punitive approaches to school disciplien and describe a range of innovative alternatives focused on cultivating students' self-regulation through positive behavior supports and interpersonal relationship building among students and between students and staff.
30 min or less
This toolkit is intended for all educators who support the growth and health of students in schools. It is an introduction for those new to the concepts and will help support and enhance the work of teachers already implementing these practices in their classrooms. The toolkit includes digestible models, frameworks, and action steps for school-wide implementation, accompanied by guiding questions to support reflection for practitioners looking to make restorative methods part of the fabric of daily life in schools.
This newsletter provides writing prompts to help educators engage in critical self-reflection that positions students as thought partners, co-constructors of knowledge, and resources rather than information receivers.
This report summarizes a 2013 roundtable where 19 young people, ages 16 to 23, discussed the effects of exclusionary school justice on their own and peers' lives and school experiences. The participants brought up three major concerns: exclusionary justice limits opportunities to learn, is applied disproportionately and subjectively, and deprives students of the support services they need.
The students in this video discuss the negative consequences of discipline that excludes them from school. The young people were part of a group of students who participated in a roundtable on the topic hosted by the American Institutes for Research.
This article provides a set of principles and ideas on how to incorporate the voices of students in the planning and decision-making processes of educational institutions.
This summary reviews the research around student voice, how it can help school improvement efforts, and the different forms it can take (i.e., students as information sources, participants, designers).
The study analyzes reported differences in school climate by students in successful versus unsuccessful schools and how school climate and personnel resources are related to academic success. It concludes with practical implications of these findings for improving the academic performance of schools.
A mid-sized urban district in the Northeast and Islands Region formulated and implemented anew discipline policy using data and research. To do so, the district examined a national report on districtwide suspension rates, conducted a detailed analysis of internal data, compared suspension rates with those of other urban districts, and consulted research on the relationship between out-of-school suspensions and academic outcomes. A 50-person task force used the research, data, as well as policies to draft a new discipline policy, the Code of Conduct, Character and Support.
Helping youth at risk escape the school-to-prison pipeline is a growing concern for educators, researchers, communities and providers. The School-Justice Partnerships Certificate Program, the first of its kind, brings together Georgetown University's Center for Juvenile Justice Reform, American Institutes for Research experts, and educational and juvenile justice leaders to provide research-based solutions for those who work with youth at risk. In this video, experts speak to their experiences addressing the school-to-prison pipeline and how the program can help.