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Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents
Open accessAbstract
Significance: There is increasing concern about rising discipline citations in K–12 schooling and a lack of means to reduce them. Predominant theories characterize this problem as the result of punitive discipline policies (e.g., zero-tolerance policies), teachers’ lack of interpersonal skills, or students’ lack of self-control or social–emotional skills. By contrast, the present research examined teachers’ mindsets about discipline. A brief intervention aimed at encouraging an empathic mindset about discipline halved student suspension rates over an academic year. This intervention, an online exercise, can be delivered at near-zero marginal cost to large samples of teachers and students. These findings could mark a paradigm shift in society’s understanding of the origins of and remedies for discipline problems.
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“Students with a history of suspensions were less likely to receive an OSS and felt more respected by teachers who had received a brief intervention compared to the students whose teachers were in the control group (Okonofua et al., 2016).”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Okonofua et al., 2016
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“Teachers and administrations may be less reluctant to issue suspensions to students who already have a track record of suspensions (Blakely & Woodward, 2000) and especially to already-suspended Black students—a group particularly impacted by implicit racial bias (Okonofua et al., 2016).”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Okonofua et al., 2016
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“Prior suspensions may lead to a breakdown of trust and respect for the teacher and can trigger a vicious cycle of misconduct and suspensions (Okonofua et al., 2016; Rosenbaum, 2020).”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Okonofua et al., 2016
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Metadata
- Authors
- Okonofua, J. A., Paunesku, D., & Walton, G. M.
- Affiliations
- Stanford University (US)
- Corresponding author
- Okonofua, Jason A.
- Venue
- Proceedings of the National Academy of Sciences
- Publisher
- National Academy of Sciences
- Published
- 2016-04-25
- Volume
- 113
- Issue
- 19
- Pages
- 5221-5226
- ISSN
- 0027-8424 (ISSN-L)
- 1091-6490
- PMC
- PMC4868443
- OpenAlex
- W2343153788
- Cited by
- 510
- References
- 32
- Citations by year
- 2026: 89 · 2025: 33 · 2024: 27 · 2023: 127 · 2022: 46 · 2021: 47 · 2020: 65 · 2019: 27 · 2018: 29 · 2017: 12 · 2016: 8
- FWCI
- 112.44
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Proceedings of the National Academy of Sciences (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school suspension, student discipline, teacher mindset, teacher-student relationship, student misbehavior, online intervention, junior high school students, student respect, at-risk students, brief intervention
- MeSH terms
- Adolescent, Psychology, Adolescent, Empathy, Extraversion, Psychological, Faculty, Female, Humans, Interpersonal Relations, Juvenile Delinquency, Male, Personality, Social Behavior, Social Perception, Social Support, Students, United States, Self Efficacy
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