This webpage features Kirwan Institute research on racialized discipline disparities in K–12 public education. Understanding these disparities, particularly in disciplinary actions that exclude students from school, is crucial, as students who are “pushed out” of the classroom are denied educational opportunities. This research seeks to shed light on racialized discipline disparities and disrupt the school-to-prison pipeline by focusing specifically on implicit racial bias as a contributing factor to persistent discipline disproportionalities in schools.
Materials on this page highlight the relationship between implicit racial bias and school discipline. Included among the materials are documents that shed light on discipline disparities in Ohio, documents that explain how implicit racial bias can operate in the education domain and influence school discipline, a national scan of successful intervention strategies, issue briefs, a communications and social media toolkit, and other materials. We encourage you to share this content widely.
This work was made possible thanks to generous support from the Annie E. Casey Foundation and the W.K. Kellogg Foundation. We thank them for their support and acknowledge that the findings and conclusions presented in these materials are those of the author(s) alone, and do not necessarily reflect the opinions of these foundations.
53.8% of out-of-school suspensions were attributed to disobedient or disruptive behavior, while only 1.3% stemmed from possession of a gun, weapon, or explosive device (Ohio statewide data, 2012-13)
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From Punitive to Restorative: Advantages of using trauma-informed practices in schools by Kelly Capatosto
Interventions to Address Racialized Discipline Disparities and School “Push Out” by Danya Contractor
- Federal Government Recognizes the Role of Implicit Bias in School Discipline Disparities, by Cheryl Staats
- The Devastating, Long-Lasting Costs of Juvenile Incarceration, by Danya Contractor
Download the Social Media Toolkit