“Keep them so you can teach them: Alternatives to exclusionary

discipline.”

Paper accepted for publication International Public Health Journal

Bruce D. Friedman &Kevin F McNeill

California State University, Bakersfield

Camilla ChavezDolores Huerta Foundation

A community-based participatory research

model Address problem of high

suspension/expulsion Identify alternative intervention methods Discuss alternative and develop a solution International implications

Objectives

Steps in CBPR

1. First Stage1. Define community2. Engage community

1. Community needs assessment

3. Identify research questions

2. Second Stage4. Design/hypothesis5. Roles & responsibilities

in research process6. Conduct research

3. Third Stage7. Analysis &

Interpretation of results

8. Dissemination9. Action - applying

results.

Highest rate of suspension & expulsions in CA Disproportional numbers based on ethnicity & race Most common? “Willful Misconduct”

“…intentionally doing that which should not be done or intentionally failing to do that which should be done, knowing that injury to a person will probably result or recklessly disregarding the possibility that injury to a person may result.” (It’s confusing to me, too)

The Problem

In 2010-11, Kern County had a suspension rate of 31%.*That is 400% higher than the state average (700% higher than last measured national average (2006).California suspended more students than it graduated

The Problem: Suspensions

* This includes all K-12 students; rates for grades 9-12 (“High School”) only were not available.

Kern County suspended 41% more students than Los Angeles county, despite the fact that LA Co. has 9 times as many students

The Problem: Expulsions

2578182

8

Kern County has consistently led the state in both Suspensions and Expulsions since at least 2005

,

A History of High Numbers of Suspensions and Expulsions in Kern County

Suspension rates have been increasing steadily since the 1970s … currently, African Americans are 3 x’s more likely, and Latinos 1 ½ x’s more likely to be suspended than Anglos.

The Problem: Racial Disparities

Punitive (Punishment) Model Assumption: A student exposed to a negative event will be

less likely to engage in the behavior that preceded the event Organizes unwanted behaviors into levels according to

perceived severity. Frequently, different behaviors receive the same punishment

Faulty reasoning … Does not take into account the student’s motivation for their

behavior Also presumes that teachers know what is desirable and

undesirable for students.

First, What’s currently Being Used?

Positive Behavior Intervention and

Support (PBIS) Restorative Justice Peer Mediation (To Support PBIS

and RJ efforts)

Alternatives

A “proactive” approach Utilizes a system-wide

tiered framework. Focus is on shaping,

supporting, and rewarding desired behaviors (Positive Reinforcement).

Goal is to prevent the occurrence of problem behaviors all together.

Also has mechanisms to reduce the incidence/severity of current problem behaviors.

Positive Behavior Intervention and Support (PBIS)

A “reactive”

approach Social engagement is

key element. “Negative” behaviors

also consider harm done to the larger community.

Return to “homeostasis” (balance) for offender, victim, and community is goal

Restorative Justice

Assumptions:

Conflict is a natural part of life Should neither be avoided nor allowed to escalate Focus is on successful acquisition and refinement of social skills

Seeks to address and resolve conflicts as they arise and/or escalate.

Except for initial training and periodic follow-up, completely student driven.

Could be crucial for otherwise reluctant students.

Peer Mediation

First of all, we need to educate the educators Removing a student from class because they are

“difficult” is not justifiable, infringes on the student’s right to an education, and could be interpreted as illegal.

Behavior can be mitigated in three ways By preventing it By treating it By learning ways to minimize it

Interventions target different ways PBIS - prevention RJ - treatment PM – development of skills which support above

Why not (selectively) use all three?

Proposal

“in loco parentis” (In place of the parent)

Courts have ruled that schools act in loco parentis during the hours that the student is in attendance. It follows, then, that suspending a student for “willful

misconduct” is equivalent to a parent kicking their child out of the house for misbehavior.

Further … Students have a legal right to an education. Removing a student, unless justified, violates that right.

A Final Note …

For additional information contact:

Bruce D. Friedman, PhDCalifornia State University-Bakersfield

Department of Social Work9001 Stockdale Hwy

Bakersfield, CA 933111-661-654-2798

bfriedman@csub.edu

QUESTIONS?