Using Community-Building Circles to Develop School-Wide Positive Behavior Supports
Presentation Abstract
There are glaring issues of inequality related to the discipline practices in schools, in particular exclusionary discipline (i.e., out-of-school suspension, expulsion; Gage et al., 2019). While schools may attempt to address issues of disproportionate discipline through school-wide positive behavior support (SWPBIS) initiatives, the issue remains that these frameworks operate to reflect the bias of the school creating a divide between the predominantly White teaching workforce and culturally diverse student population they serve (Edirmanasinghe et al., 2022; Nandakumar et al., 2022). If school discipline initiatives do not integrate cultural considerations guided by collaboration with students, their parents, and the community, they will not support the success of students who are Black, Indigenous, or people of color (BIPOC) and will remain problematic (Cumming et al., 2018; Edirmanasinghe et al., 2022; Sprague & Tobin, 2017). This presentation will outline how to develop and use community building circles to support effective development of SWPBIS and re-shape problematic expectations, policies, and procedures.
Conference Program Description
There are issues of inequality related to the discipline practices in schools. As schools attempt to address these issues through SWPBIS, the issue remains that these frameworks reflect school bias. This presentation will outline how to develop and use community building circles re-shape problematic expectations, policies, and procedures.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Marsh, Robbie Jordon, "Using Community-Building Circles to Develop School-Wide Positive Behavior Supports" (2023). Georgia Association for Positive Behavior Support Conference. 7.
https://digitalcommons.georgiasouthern.edu/gapbs/2023/2023/7
Using Community-Building Circles to Develop School-Wide Positive Behavior Supports
There are glaring issues of inequality related to the discipline practices in schools, in particular exclusionary discipline (i.e., out-of-school suspension, expulsion; Gage et al., 2019). While schools may attempt to address issues of disproportionate discipline through school-wide positive behavior support (SWPBIS) initiatives, the issue remains that these frameworks operate to reflect the bias of the school creating a divide between the predominantly White teaching workforce and culturally diverse student population they serve (Edirmanasinghe et al., 2022; Nandakumar et al., 2022). If school discipline initiatives do not integrate cultural considerations guided by collaboration with students, their parents, and the community, they will not support the success of students who are Black, Indigenous, or people of color (BIPOC) and will remain problematic (Cumming et al., 2018; Edirmanasinghe et al., 2022; Sprague & Tobin, 2017). This presentation will outline how to develop and use community building circles to support effective development of SWPBIS and re-shape problematic expectations, policies, and procedures.
