 “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 Chavez Dolores 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 Stage 1.Define community 2.Engage community 1.Community needs assessment 3.Identify research questions 2.Second Stage 4.Design/hypothesis 5.Roles & responsibilities in research process 6.Conduct research 3.Third Stage 7.Analysis & Interpretation of results 8.Dissemination 9.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 , 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

 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, PhD California State University-Bakersfield Department of Social Work 9001 Stockdale Hwy Bakersfield, CA QUESTIONS?