School Climate and Discipline
School discipline typically is referred to as a system of rules, punitive responses, and interventions to promote positive behaviors in students. However, over the years, there have been steps to reform school discipline practices to be more restorative and improve school climate. Rather than using immediate school suspension and punitive measures, schools are shifting to address student behavior through other means of correction and increase students' self-awareness, accountability, and empathy.
Flow of Student Discipline
Incidents & Behaviors
A positive school climate plays a crucial role in preventing incidents and behavioral issues and reduces the need for suspensions and expulsions. When students feel safe, respected, and connected, they are more likely to engage positively with peers and teachers, fostering better emotional and social development. This environment encourages proactive strategies like conflict resolution and restorative practices, addressing issues before they escalate. As a result, schools with a positive climate experience fewer disciplinary incidents and rely less on punitive measures.
Multi-Tiered System of Support (MTSS) in School Discipline
Building a strong Tier 1 support system is the most effective way to prevent high disciplinary referrals in schools. Tier 1 includes universal interventions and supports that promote positive behavior and academic success for all students. By establishing clear expectations, consistent routines, and a positive school climate, educators can address potential issues early. Effective strategies include social-emotional learning, trauma-informed practices, proactive classroom management, and inclusive teaching. These foundational supports create an environment where students feel valued and understood, reducing the likelihood of behavioral problems and disciplinary referrals.
5 Steps to Improve School Climate Links to an external site.
LACOE Equity, Diversity & Inclusion Unit Links to an external site.
Other Means of Correction
Other means of correction are crucial to foster a positive and supportive learning environment. While suspensions may offer a short-term solution to behavioral issues, it disrupts students' education, and they often fail to address the underlying causes of challenging behavior. By implementing other means of correction, schools can address the root causes of behavior, promote long-term positive change, maintain educational continuity, reduce disparities in disciplinary practices, and build positive relationships between students and school staff.
Restorative Practices
“The fundamental unifying hypothesis of restorative practices is that ‘human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.” -IIRP.edu
Shifting from punitive to restorative approaches in schools is essential for fostering a supportive and inclusive environment. Research shows that punitive measures like suspensions and expulsions often fail to address root issues and disproportionately harm marginalized students, leading to negative outcomes. Restorative practices, which emphasize accountability, empathy, and community-building, help students understand the impact of their actions and repair relationships. Studies indicate that schools using restorative methods see fewer disciplinary incidents, better student-teacher relationships, and improved academic performance, underscoring their effectiveness in creating a positive school climate.
CALPADS (California Longitudinal Pupil Achievement Data System) requires Local Education Agencies (LEAs) to report all incidents in which a statutory offense is committed, regardless of if it results in a disciplinary action of suspension or expulsion or in other means of correction. Reporting “other means of correction” shows that a school is following legislative intent by implementing alternatives to suspension so that students do not miss instructional time.
Trauma Informed Practices
Trauma-Informed Practices in education aim to create a supportive learning environment that fosters resilience, promotes healing, and enhances academic and social-emotional outcomes for all students, especially those who have experienced trauma.
To learn more on Trauma Informed Practices, you can access Implementing Trauma Informed & Culturally Responsive Practices to Promote Student Attendance here. Links to an external site.
Positive Behavior Interventions & Supports (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based Links to an external site., tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. When implemented with fidelity, PBIS improves Links to an external site. social emotional competence, academic success, and school climate. It also improves teacher health and wellbeing. It is a way to create positive, predictable, equitable and safe learning environments where everyone thrives.
For more information, please visit our PBIS unit website here Links to an external site..
Suspension
Suspensions of any kind—in-school, out-of-school, and by teacher—should be used sparingly and only after other means of correction have been implemented with fidelity and proven unsuccessful in addressing a student’s maladaptive behavior.
The principal of the school, the principal’s designee, or the district’s superintendent may suspend a student from the school for any of the reasons under EC 48900 Links to an external site., and pursuant to EC 48900.5 Links to an external site., for no more than five consecutive school days.
Education code requires that the student be informed of the reason for the suspension, including the other means of correction attempted by the school before the suspension, as required under EC 48900.5 Links to an external site., the evidence against the student, and that the student be given the opportunity to present their version and evidence in their defense.
Expulsion
While expulsion is the most severe disciplinary action that can be taken as a response to student misconduct, it is advised that this action be taken only in instances where the nature of the act warrants a mandatory recommendation for expulsion, when other means of correction have been implemented and failed, or when the misconduct was egregious and posed a serious safety risk. It is critical that a student’s right to Due Process be upheld, a thorough investigation be conducted, and a findings of fact report be presented at the conclusion of the Administrative Hearing Panel (AHP) deliberations.
No Discretion | Mandatory Recommendation and Expulsion – EC 48915(c) Links to an external site.: AKA “the BIG 5”
The principal or superintendent is required to immediately suspend and recommend for expulsion students determined to have committed any of the following acts:
1. Possessing, selling, or otherwise furnishing a firearm.
2. Brandishing a knife at another person.
3. Unlawfully selling a controlled substance.
4. Committing or attempting to commit a sexual assault or sexual battery.
5. Possession of an explosive.
The district’s board of education is required to order the student expelled upon finding the student committed any of the above acts. [EC 48915(d)] Links to an external site.
Limited Discretion | Mandatory Recommendation for Expulsion – EC 48915(a)(1) Links to an external site.
The principal or superintendent is required to recommend the expulsion of a student for any of the following acts, unless the principal or superintendent finds that expulsion is inappropriate due to the particular circumstance:
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- Causing serious injury to another person, except in self-defense.
- Possession of any knife, or other dangerous object of no reasonable use to the student.
- Unlawful possession of any controlled substance, except for:
- First offense for the possession of not more than one avoirdupois ounce of marijuana, other than concentrated cannabis; and
- Possession of over-the-counter medication for use by the student for medical purposes or medication prescribed for the student by a physician. - Robbery or extortion.
- Assault or battery upon any school employee.
Broad Discretion | Permissive Expulsion, Supplemental Findings Required – EC 48915(b)/(e) Links to an external site.
Except for the EC 48915(c) violations, as listed above, the district’s board of education may order a student expelled upon a finding that the student committed a violation of EC 48900(a) to (m), aside from (k), or EC 48900.2, 48900.3 and 48900.4 and meets one or both of the following supplemental findings:
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- Other means of correction are not feasible or have repeatedly failed to bring about proper conduct; or
- Due to the nature of the act, the presence of the student causes a continuing danger to the physical safety of the student or others.
For questions or assistance, please contact our Child Welfare & Attendance Unit at (526) 922-6233 or cwa@lacoe.edu.