Program
Special Education M.A.
Year Approved
2020
First Advisor
Silmser, Lisa
Abstract
The literature review sought to determine the impact of traditional discipline and alternative behavioral interventions on student outcomes. The research showed that certain student populations including Blacks, males, students qualifying for free or reduced lunch, and students with special education status were suspended most often. Exclusionary discipline was connected to lower academic outcomes, higher drop-out rates, and increased likelihood of suspension. Successful use of alternative interventions suggested that students need to be taught new behavior skills in order to learn them. Finding show that traditional discipline is not able to improve student outcomes. They also show that alternative interventions need to be in place in all educational settings to support students so they may learn the behavior skills needed to successfully engage in their education.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Thun, S. (2020). A Review of the Impact of School Disciplinary Practices on Student Outcomes [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/626