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An Analysis of Teachers' Equity in Office Discipline Referrals.

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Title: An Analysis of Teachers' Equity in Office Discipline Referrals.
Authors: Austin, Sean C. (AUTHOR), McIntosh, Kent (AUTHOR), Smolkowski, Keith (AUTHOR), Baldy, Tabathia (AUTHOR)
Source: Journal of Educational & Psychological Consultation. Apr-Jun2026, Vol. 36 Issue 2, p207-235. 29p.
Subjects: School discipline, Racial inequality, Educational equalization, Psychology of teachers, Elementary schools
Abstract: Racial inequities in school discipline are well-established, but most studies have examined disparities at the school or district level rather than the individual level. Examining how individual teacher characteristics relate to discipline disparities could yield important information for consultation. We utilized a sample of 300 teachers (each teacher in eight elementary schools) to assess racial inequities in individual teacher office discipline referral (ODR) rates by teacher characteristics and attitudes. Despite the presence of higher rates of ODRs for Black students, multilevel models identified few significant differences by teacher characteristics and no significant differences by teacher attitudes. Non-special educators and intermediate grade teachers issued significantly more ODRs to Black students. No significant differences in ODR rates were detected by race/ethnicity, gender, highest degree earned, or self-reported awareness and commitment to equity. The implications for consultants around equity-focused intervention are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An Analysis of Teachers' Equity in Office Discipline Referrals.
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  Data: <searchLink fieldCode="AR" term="%22Austin%2C+Sean+C%2E%22">Austin, Sean C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McIntosh%2C+Kent%22">McIntosh, Kent</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smolkowski%2C+Keith%22">Smolkowski, Keith</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Baldy%2C+Tabathia%22">Baldy, Tabathia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. Apr-Jun2026, Vol. 36 Issue 2, p207-235. 29p.
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  Data: <searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Racial inequities in school discipline are well-established, but most studies have examined disparities at the school or district level rather than the individual level. Examining how individual teacher characteristics relate to discipline disparities could yield important information for consultation. We utilized a sample of 300 teachers (each teacher in eight elementary schools) to assess racial inequities in individual teacher office discipline referral (ODR) rates by teacher characteristics and attitudes. Despite the presence of higher rates of ODRs for Black students, multilevel models identified few significant differences by teacher characteristics and no significant differences by teacher attitudes. Non-special educators and intermediate grade teachers issued significantly more ODRs to Black students. No significant differences in ODR rates were detected by race/ethnicity, gender, highest degree earned, or self-reported awareness and commitment to equity. The implications for consultants around equity-focused intervention are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/10474412.2025.2465955
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      – Code: eng
        Text: English
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        PageCount: 29
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      – SubjectFull: School discipline
        Type: general
      – SubjectFull: Racial inequality
        Type: general
      – SubjectFull: Educational equalization
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Elementary schools
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              Text: Apr-Jun2026
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              Y: 2026
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