Paula Johnson

Strategies for Restorative Student Discipline – Podcast Episode 179 | Classnotes Podcast 179

Classnotes Podcast (February 13, 2018) Recognizing the negative effects of exclusionary discipline, schools are testing ways of reforming discipline to create a positive climate in schools, which also helps all students learn. Restorative school discipline practices focus on (re)establishing relationships and repairing harm as opposed to just punishment for misbehavior. The IDRA EAC-South helps schools reform their practices.

In this episode, Kristin Grayson, Ph.D., and Paula Johnson, M.A., outline some strategies these schools have applied, such as examining codes of conduct, etc., looking at the level of academic rigor, and understanding the role of implicit bias in expectations.

Show length: 14:44

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How Using Restorative Practices Can Prevent Exclusionary Discipline Issues, by Kristin Grayson, Ph.D., and Paula Johnson, M.A., IDRA Newsletter, January 31, 2018

Code of Conduct: A Guide to Responsive Discipline, Teaching Tolerance).

Guiding Principles – A Resource Guide for Improving School Climate and Discipline, U.S. Department of Education

Advancing School Discipline Reform – Education Leaders Report, by Colombi, G., & Osher, D., National Association of State Boards of Education

Zero Tolerance Policies Push Students Away – High Attrition Rates of Black Students and Hispanic Students Are Linked to Exclusionary Discipline, IDRA 2016

eBook, Resources on Student Discipline Policy and Practice, IDRA

“‘I Was Dead Restorative Today’ – From Restorative Justice to Restorative Approaches in School,” by McCluskey, G., Lloyd, G., Stead, J., Kane, J., Riddell, S., & Weedon, E. (2008).

Cambridge Journal of Education, 38(2), 199-216.

School Discipline Gone South – The Call for Restoration, By Laurie Posner, MPA, IDRA Newsletter, August 2014

Data Snapshot: School Discipline, Issue Brief No. 1 (March 2014), by the U.S. Department of Education Office for Civil Rights

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Show Notes

  • Backed by data from the Office for Civil Rights, Kristin and Paula explain why student discipline is an equity issue.

  • Paula shares how the IDRA EAC-South helps schools reform their discipline practices by shifting to a focus on student development. Approaches include: (1) examining schools’ codes of conduct for ambiguous language, which is often misinterpreted and used haphazardly, rather than equitably, when handing out discipline, and (2) evaluating schools’ levels of academic rigor to ensure that students of color are properly represented in on-level and advanced courses.

  • Paula talks about the role of implicit bias in setting expectations for students and their academic achievement.

  • Paula and Kristin discuss asset-based strategies for valuing students’ identities.