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The foundation for a safe school rests on the creation of a healthy school climate, a caring community where students feel safe and relationships facilitate prosocial growth as well as academic learning. A balance of structure and support is essential, and requires an organized, schoolwide approach that is practiced by all school personnel. Codes of student conduct that rest on core ethical values rather than just rules and punishment are a start. Recognizing that teachers are moral educators and schools model expectations for citizenship undergirds the prosocial school.
From PBIS and restorative justice to mindfulness and the importance of play, from academic integrity to peer group support, we examine the science and evidence-informed programs that support a prosocial approach to school discipline. Eight schools from across the country that have struggled and learned to be beacons of prosocial school approaches are highlighted through summaries and links to their stories. Proactive responses to the U.S. Department of Education's Guiding Principles on School Discipline are provided by education law experts from the National School Climate Center and the New Jersey Principal’s and Supervisor’s Association.
The foundation for a safe school rests on the creation of a healthy school climate, a caring community where students feel safe and relationships facilitate prosocial growth as well as academic learning. A balance of structure and support is essential, and requires an organized, schoolwide approach that is practiced by all school personnel. Codes of student conduct that rest on core ethical values rather than just rules and punishment are a start. Recognizing that teachers are moral educators and schools model expectations for citizenship undergirds the prosocial school.
From PBIS and restorative justice to mindfulness and the importance of play, from academic integrity to peer group support, we examine the science and evidence-informed programs that support a prosocial approach to school discipline. Eight schools from across the country that have struggled and learned to be beacons of prosocial school approaches are highlighted through summaries and links to their stories. Proactive responses to the U.S. Department of Education's Guiding Principles on School Discipline are provided by education law experts from the National School Climate Center and the New Jersey Principal’s and Supervisor’s Association.
Foreword
Preface
Acknowledgments
Introduction
Chapter 1: School Discipline: A Prosocial Perspective
Philip M. Brown
Chapter 2: Developing and Revising a Code of Student Conduct to
Support Your School Mission and Improve Your School Climate
Philip M. Brown
Chapter 3: Systemic Approaches
The Achieving with Integrity Project: Positive Approaches to
Dealing with Academic Dishonesty
Jason M. Stephens and David B. Wangaard
Restorative Justice and Restorative Practices
Philip M. Brown with John Bailie
The Virginia Student Threat Assessment Program
Philip M. Brown
Positive Behavior Interventions and Supports: A Multi-Tiered
Behavior Intervention Framework
Sharon Lohrmann
Chapter 4: Curriculum and Instructional Approaches
The Second Step Program
Philip M. Brown with Second Step Staff
The Learning to Breathe Program
Patricia Broderick
Chapter 5: Programmatic Approaches
The Caring School Community Program
Peter Brunn
The Playworks Program
Jill Vialet
The Responsive Classroom® Program
Mary Beth Forton
The Ripple Effects Program
Alice Ray
Chapter 6: Targeted Approaches
The Peer Group Connection Program
Sherry Barr
Alternative Education Programs
Robert Eichorn
Chapter 7: School Profiles: Different Approaches to Establishing
Prosocial Discipline
Philip M. Brown with Eight School Leaders
Chapter 8:The U.S. Department of Education's Guiding Principles on
School Discipline
Jessica Savage
The Impact of the U.S. Department of Education Discipline
Guidelines:
Understanding, Liability, and Responsible Action
David Nash
References
Philip M. Brown, Ph.D. is a Senior Consultant for the National School Climate Center and a Fellow, Center for Applied Psychology at Rutgers University. He founded the New Jersey Alliance for Social, Emotional and Character Development, created the regulatory structure for student support services for the NJ Department of Education, and authored and edited numerous publications and articles, including the two volume, Handbook of Prosocial Education (Rowman & Littlefield, 2012.)
Disciplinary practices support learning or tragically undermine
children’s healthy development and success. Today, too much of
disciplinary policy and practice is punitive, unhelpful and ‘feeds’
the high school to prison pipeline. Student Discipline: A Prosocial
Perspective is a terribly important book for practice and policy
leaders who are invested in making schools a place that support
life as well as school success. I highly recommend this book to
you.
*Jonathan Cohen, PhD, president, National School Climate
Center*
Phil Brown and his colleagues provide needed inspiration and
guidance for schools that wish to move away from a focus on control
and obedience to student-centered concerns like belonging and
autonomy. The set of readings lights the path towards creating
school cultures that emphasize prosocial development instead of
punishment, active citizenship instead of self-protective concern.
It’s a sure bet for educators!
*Darcia Navrez, PhD, professor, Department of Psychology,
University of Notre Dame*
A prosocial education approach to discipline returns all educators
to the central question of how to guide students toward exemplary
behavior. No longer can codes of conduct simply define
infractions and penalties. Phil Brown has gathered diverse
approaches toward the goal of showing how we can and must aspire to
character-building outcomes of our discipline policies and
practices, steeped in equity and respect for human dignity.
*Maurice J. Elias, PhD, professor of clinical psychology, Rutgers
University, author of “The Other Side of the Report Card: Assessing
Students' Social, Emotional, and Character Development”*
Phil Brown’s new book Student Discipline: A Prosocial Perspective
is an excellent resource for educators concerned about discipline
and classroom management. Dr. Brown articulates that discipline
needs to be looked at as a life-long developmental process and not
just a system of rules and punishment. Certainly conventional
wisdom has led to failed policies such as zero tolerance with
disproportionate consequences, particularly on students of color.
His book offers a comprehensive look at a variety of successful
programs and the latest research from neurobiology. The book
includes eight school profiles with different approaches to
prosocial discipline. The educator looking to learn what works best
will find much to compare, discuss and digest here.
*Becky Sipos, president and CEO, Character.org*
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