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Stuck between a Rock and a Hard Place? Disentangling the Intersections of Student Behavior, School Discipline, and School Safety in the Post-COVID Era

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Bibliographic Details
Title: Stuck between a Rock and a Hard Place? Disentangling the Intersections of Student Behavior, School Discipline, and School Safety in the Post-COVID Era
Language: English
Authors: Richard O. Welsh, Kathryn James McGraw, University of Colorado at Boulder, National Education Policy Center (NEPC)
Source: National Education Policy Center. 2025.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 69
Publication Date: 2025
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Student Behavior, Discipline, COVID-19, Pandemics, School Safety, Minority Group Students, Evidence Based Practice, Inclusion, Educational Environment, Educational Policy, Elementary Secondary Education, Zero Tolerance Policy, School Security, Behavior Problems, Mental Health, Well Being, Teachers, School Policy, Discipline Policy
Abstract: This policy brief explores the growing concern around student behavior and school discipline, particularly in the wake of the COVID-19 pandemic, which exacerbated existing inequities and increased trauma for students and educators. It highlights the long-standing conflation of school safety and school discipline--distinct but often treated as one--by policymakers, a trend dating back to the 1990s and intensified by federal laws that introduced securitized responses to student misbehavior. These responses, including increased surveillance and exclusionary discipline, have disproportionately harmed students of color without making schools safer. The brief emphasizes the need to separate discipline from safety in policy conversations and advocates for evidence-based, supportive strategies that address root causes of behavior while reducing disparities and fostering safer, more inclusive school environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674794
Database: ERIC
Description
Abstract:This policy brief explores the growing concern around student behavior and school discipline, particularly in the wake of the COVID-19 pandemic, which exacerbated existing inequities and increased trauma for students and educators. It highlights the long-standing conflation of school safety and school discipline--distinct but often treated as one--by policymakers, a trend dating back to the 1990s and intensified by federal laws that introduced securitized responses to student misbehavior. These responses, including increased surveillance and exclusionary discipline, have disproportionately harmed students of color without making schools safer. The brief emphasizes the need to separate discipline from safety in policy conversations and advocates for evidence-based, supportive strategies that address root causes of behavior while reducing disparities and fostering safer, more inclusive school environments.