How is School-Wide Positive Behavior Interventions and Supports changing the discipline gap in urban high schools

Rates of school discipline disproportionality based on race, gender and special education classifications exit in schools across the county in varying degrees. Over 25,000 schools across the United Stated have implemented School-Wide Positive Behavior Interventions and Supports (SWPBIS) as a framework to improve school culture by teaching positive behaviors in an attempt to reduce misbehavior in schools. This study examined the implementation of SWPBIS in five high schools within a Mid-Western urban school district. The purpose of this study was to understand to what extent SWPBIS implementation changed the disproportionate rate of office discipline referrals and out of school suspensions for all students based on race, gender and special education eligibility. Data were analyzed comparing two years of discipline data prior to the implementation of SWPBIS and six years of SWPBIS implementation from all five high schools within one large urban school district. Descriptive analysis and linear regression models were completed to describe changes in school discipline outcomes based on school-level intervention implementation and student-level demographic characteristics. Results showed overall decreases in office discipline referrals and out of school suspensions during SWPBIS implementation. The implementation of SWPBIS appeared to work the best for White, female and students not eligible for special education. Although all groups of students experienced fewer school discipline incidents, the disproportionate overrepresentation of students based on race, gender and special education eligibility continues. Implications for policy, practice and future research are discussed in the context of promoting more equitable school discipline practices.