Impact of School Disciplinary Policies on Students with Emotional and Behavioral Disabilities

This study explores the beliefs and practices of Illinois middle school administrators regarding the discipline of students identified with Emotional and Behavioral Disorders (EBD). To gain insight into current disciplinary trends and their potential implications, a revised version of the Disciplinary Practices Survey (Green, 2016) was administered to middle school principals (grades 6 to 8) across the state. The survey examined administrators’ attitudes toward discipline, the frequency of specific strategies used, and how these beliefs and practices may vary based on demographic and school characteristics. Participation in the survey was limited to administrators in schools that had at least one student with EBD enrolled. Data from 68 surveys were analyzed using descriptive statistics and chi-square tests of independence. Additional statistical tests, such as Fisher’s Exact Test and Kendall’s tau-b, were used to assess reliability between principal demographics and their responses. Several themes emerged from this study. The findings show a shift in beliefs regarding discipline, changing perceptions about diverse student variables, the necessity for individualized support for students with EBD and other diverse learners, the role of administrators in behavioral education, and the importance of prioritizing unbiased, proactive discipline practices. However, restrictions in data, such as a small sample size and limited diversity in participants and school locations, particularly in urban areas, restrict the applicability of these findings. Nonetheless, differences across administrator demographics and school contexts indicate persistent uncertainty about how to implement equity-driven practices consistently, pointing to the need for professional development and systemic reform.

Author dc:creator

• Laura Kiel-Taff (23291401)

• Education
• Special

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.31451170.v1

OAI identifier oai:identifier

oai:figshare.com:article/31451170