The Association Between SWPBS Implementation and Exclusionary Discipline in U.S. Schools

Abstract

In response to patterns of educational inequity, many schools implement system-wide behavioral frameworks to reduce exclusionary discipline. School-wide positive behavior supports (SWPBS) is one such framework that supports socially appropriate behavior by enhancing the capacity of schools to implement research-validated practices. However, there remains to be a systematic analysis of the extent to which SWPBS improves educational equity by reducing rates of exclusionary discipline. The purposes of this dissertation were twofold (1) to evaluate existing research on the association of SWPBS with exclusionary discipline and racial discipline disproportionality; and (2) to conduct a secondary analysis exploring the relationship between SWPBS implementation and exclusionary discipline disproportionality. Overall, study results were mixed regarding whether SWPBS was associated with reductions in exclusionary discipline; however, there was little evidence that SWPBS helps reduce rates of exclusionary discipline disproportionality. Limitations of this research signal a need for attention to both data disaggregation and root causes of continued disproportionate discipline practices. Keywords: school-wide positive behavior supports, exclusionary discipline, discipline disproportionality, implementation, educational equity