January 23 2024- Research findings indicate that students perceived as struggling to regulate their emotions and behavior are at risk of facing classroom and school exclusion, starting as early as preschool. A secondary data analysis study focused on teachers’ self-reported use of soft exclusionary discipline practices with kindergarten students identified as having the lowest self-regulation and social skills. The study involved 2,053 teachers and 40,771 kindergarten students.
Teachers reported variability in their use of soft exclusionary discipline practices, with some practices being employed multiple times per day by certain teachers. Most of the variability in the use of these practices was found at the teacher level rather than at the school or district level. The research also revealed that teachers reported using specific soft exclusionary discipline practices (such as taking breaks outside the classroom, losing free time, and limiting talking) more frequently when the racial composition of students identified as having the lowest self-regulation and social skills included more Black students.
https://www.tandfonline.com/doi/full/10.1080/10409289.2023.2291745
