How School Discipline Impacts Students' Social, Emotional, and Academic Development (SEAD)

Autor/inn/en	Wriston, Blair; Duchesneau, Nancy
Institution	Education Trust
Titel	How School Discipline Impacts Students' Social, Emotional, and Academic Development (SEAD)
Quelle	(2023), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline; Discipline Policy; Elementary Secondary Education; Preschool Education; Kindergarten; Government Role; Evaluation; Justice; Social Development; Emotional Development; Student Development; Restorative Practices; Evidence Based Practice; Equal Education; Race; New York; Massachusetts; Delaware; Washington; District of Columbia; California + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Pre-school education; Vorschulerziehung; Evaluierung; Gerechtigkeit; Soziale Entwicklung; Gefühlsbildung; Rasse; Abstammung; Master-Studiengang; Kalifornien
Abstract	School discipline policies are broadly intended to foster a high-quality learning environment by maintaining safety in the classroom; however, far too often, schools adopt measures that harm a student's social, emotional, academic, and in some cases, physical health and well-being. To create physically safe and emotionally supportive environments for all students, schools must adopt evidence-based approaches such as restorative justice that can be used to build and repair relationships while also holding students accountable for their actions. When positive discipline policies and practices use a race-equity lens and are fairly implemented, these efforts can not only create safe and inclusive learning environments, but also support students' holistic development. (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01