Over the last 35 years, the disproportionate use of discipline by gender, race/ethnicity, and disability status has been consistently documented. Specifically, Black males receive the majority of suspensions and expulsions. Discipline for Native American and Hispanic students, while often showing overrepresentation, is less consistent. There is however consistent evidence of disproportionate discipline for students with disabilities. Experiencing disproportionate discipline often leads to poor academic outcomes, drop out, and involvement in the juvenile justice system. The literature on disproportionate discipline does point to practices that may mitigate its occurrence. These include: shifting from reactive policies and practices to prevention frameworks, developing consistency for how consequences are delivered, reviewing behavioral data, and using graduated support. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a systems approach focusing on whole-school prevention of problem behavior through teaching and acknowledgement of appropriate behavior, consistent consequences, and data for decision-making within graduated levels of support. The purpose of this study was to investigate the extent of disproportionate discipline in Oregon middle schools and explore the potential impact that SWPBIS may have on discipline rates. Results from descriptive analysis of discipline data by gender, race/ethnicity, and disability status across 181 middle schools in Oregon showed that Black, Native American, and Hispanic students were overrepresented for suspension and expulsion. Specifically, Black students were 2.58 times more likely to receive out-of-school suspension and 2.79 times more likely to be expelled as all other students. In addition, Native American and Hispanic students were over 1.5 times more likely to be suspended or expelled as all other students. In contrast, White and Asian students were less likely to be suspended and half as likely to be expelled as all other students. Also, students with disabilities were nearly two times more likely to be suspended and 1.55 times more likely to be expelled as students without disabilities. Lastly, ANOVA results for a causal-comparative matched group design with SWPBIS level of implementation as the independent variable showed no statistically significant differences between groups for suspension or expulsion. Possible reasons for these findings are explored and implications for future research and policy are provided.

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Traditional educational reform efforts have relied on standardized testing as the primary indicator of student achievement. Current research is broadening the scope as the impact of shaping positive school climates to support the needs of students is examined (Reynolds, 2016). Positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement that provides the groundwork for supportive school climates. The purpose of this study was to determine elements of PBIS programs that facilitated positive school climates. Data collection strategies included focus individual interviews, observation, and document analysis. Triangulation was used to analyze the data. Three iterations were used to develop a process for understanding the elements that positively impact school climates. The first iteration categorized data by actions utilized by stakeholders. The second iteration grouped the actions by the school leader’s impact on school policy in relation to positive school climate. In this iteration, categories were combined from the first iteration based upon their impact on school climate. The third iteration established the role that key stakeholders must attain in order to establish a solid foundation for a positive school climate. The results revealed that in order for a school to maintain a positive school climate, key stakeholders to include the administrator, PBIS coach, community, students and teachers, must work in concert. Study participants identified facilitating teaching and learning expectations through role playing, shaping and maintaining a safe environment and establishing productive relationships as critical elements needed to shape a positive school climate. This was achieved by solidifying consistent rituals and routines grounded in the distinct needs of each site. The consensus across all three sites acknowledges the roles of the PBIS coaches and the building level administrator. As the PBIS coach and the building administrators worked together, they assumed the lead as PBIS work is facilitated, stakeholder support was strengthened. collaborative partnerships were formed to embrace a common vision and common goals