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Student and Parent Perspectives of Effective Discipline Practices Regarding Repeated School Misbehaviors

Presented By: Nathan BiggsInge EspingAmy RegierKenny Waddell

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Agenda

Historical Perspective

Problem Statement & Research Question

Literature Review

Methodology

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Agenda

Data Analysis

Results

Conclusions

Recommendations

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Historical Perspective

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Historical Perspective

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Problem Statement & Research Question

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Problem Statement

Forms of exclusionary discipline often do not deter students with repeated misbehaviors. 

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Research Questions

What are student and parent perspectives on exclusionary discipline (i.e. office referrals, in-school suspension [ISS], out-of-school suspension [OSS]) in lessening repeated misbehaviors?

What do students and parents perceive as effective alternatives to students who do not respond to traditional exclusionary discipline?

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Literature Review

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Literature Review

Methods of School Exclusionary Discipline• Verbal Reprimands• Time Outs• Detentions• In/Out School Suspension• Expulsion

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Literature Review continued

Students removed from classroom• “Teachable moments” to connect and build

relationships are often missed

• Give non-disruptive students ability to focus more

• Give more time for administration to confront individual behavior issues

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Literature Review continued

Positive Behavioral Support Strategy• An alternative to exclusionary discipline• Effective for students with emotional & behavior

problems • Opportunities to build relationships with students

and families• Encourages more contact with parents before

the exclusionary discipline stage

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Methodology

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Methodology

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Data Analysis

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Question 1: Why do you believe students get sent to the office repeatedly for the same or varying behaviors?

Parents

Disrupting the classroomStudents are labeledConflicting personalitiesLack of teacher behavior

management trainingLack of student control

Students

Teacher behaviorNot following directionsGetting into troubleNot doing what the

teacher asksNot learning from

mistakes

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Question 2: Traditional school consequences like suspensions and detentions work with some students. How does receiving a consequence from the office prevent the behavior from happening again? What could be done differently?

Yes

No Students0

0.51

1.52

2.53

3.54

4.55

ParentsStudents

Parents

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Question 2: Traditional school consequences like suspensions and detentions work with some students. How does receiving a consequence from the office prevent the behavior from happening again? What could be done differently?

20%NOT SURE

20%NOT EFFECTIVE

60%REWARD

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0/10 9/10

Positive NegativeBoth

1/10

Question 3: When you receive phone calls or emails home from teachers or administrators about your student, whatis most often the reason?

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Question 4: What do you feel would be the best ways to prevent repeated misbehaviors?

Parents Students

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Question 5: How often does someone from the school call/email/etc. about a positive happening at school that your student has been involved in?

ParentsStudents

Never Sometimes Often

0.5

1

1.5

2

2.5

3

3

2

1

3

1

0

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Question 6: Do you know if any of your student’s teachers have tried to build a relationship with your student? What have they done to build a relationship? What would you like to see a teacher do to help build a relationship with your student?

YesNo

Students

80%YES

20%NO

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Question 6: Have teachers tried to build relationships?

YesOnly 1 TeacherNot Sure

Parents

40% YES

40% YESONLY ONE TEACHER

20%NOT SURE

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Results

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Results

• Students were sent to the office for a multitude of infractions• Students felt that traditional consequences are effective, but all parents

disagreed• Three to five parents specifically stated that suspensions are a “reward”• Eighty percent of respondents (both parents and students) felt that a

teacher has tried to form a relationshipTwo parents noted that only one teacher has tried to form a relationship

• Parents felt that there is little positive communication between home and school

One parent felt stated communication only comes from one teacherAnother parent questions the sincerity of the communication

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Results

• Our research showed there are a variety of opinions on the effectiveness of traditional consequences

• Our research also suggests that building strong relationships and developing trust between students and teachers is a keystone to successful behavior interventions

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Recommendations

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Recommendations

• Increase communication between school and families

• Ensure positive communication with families is taking place

• Create a school environment with a more individualized approach to discipline for students who have repeated misbehaviors

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Recommendations

• A data driven dialogue, engaging all stakeholders, should take place on how to effectively use discipline in the school

• Administrators should work with teachers to improve their classroom environment with the aim of reducing discipline issues and providing additional behavior management strategies

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Questions from Audience