The problem

Across the U.S., school leaders grapple with the best approach to creating affirming school cultures that reduce student discipline challenges. Harsh discipline policies impact students of color and students who identify as LBQTQIA+ the most. The Department of Education’s Office for Civil Rights shows that Black students are suspended and expelled at a rate three times greater than their White peers and Black girls are six times as likely to be suspended as white girls. Research suggests that out-of-school suspension intended as a remedy for misbehavior fails to deter further misconduct and might even encourage it (Brooks, Schiraldi, 200).  Consequently, suspended students are disengaged from the sequence of instruction and are likely to experience alienation from school altogether.   Often school leaders struggle with establishing an affirming-school climate and culture free of disproportionate discipline and bias where students feel a sense of belonging. Many leaders just don't know where to begin. Guidance is needed when examining the underlying causes for exclusionary practices that go beyond the symptoms and drive toward meaningful actions and transformational change.   Failing to create an affirming school climate and culture free of bias will stifle students' academic success and well-being, negatively impact students trajectory, and push students out of school.