Do School Discipline Practices Actually Improve Behavior?

We used to call my High School Vice Principal, the one who was in charge of discipline, Dr. Doom.

School discipline is a topic that often sparks heated debates among educators, parents, and policymakers. While punitive measures may seem like a straightforward solution, recent research in educational psychology calls for a more nuanced understanding. Evidence suggests that well-implemented, proactive, and relationship-based approaches can lead to meaningful improvements in student behavior.

Evidence-Based Practices in Action

Recent studies have shown that the key to effective school discipline lies in adopting evidence-based practices rather than relying solely on punitive measures. For instance, research on the BEST in CLASS-Elementary intervention indicates that when teachers implement positive behavior supports—such as establishing clear rules, offering praise, and nurturing supportive relationships—there are noticeable improvements in both academic engagement and behavioral outcomes. More than half of the teachers reported that these strategies contributed to better behavior, increased academic performance, and improved relationships with students. These findings imply that when discipline practices are part of a broader, supportive framework, they have a significant positive impact (Washington-Nortey et al., 2023.)

Proactive Strategies vs. Punitive Approaches

Traditional discipline practices have often centered on punishment. However, current research suggests that proactive strategies tend to be more effective for long-term behavioral improvements. Studies have found that punitive measures may reduce undesirable behavior in the short term but often fail to address underlying issues such as low self-esteem or a lack of social skills. By contrast, interventions that focus on behavioral coaching and the development of adaptive coping skills show sustained improvements over time.

Key proactive strategies include:

• Establishing consistent rules and consequences
• Offering immediate and specific praise for positive behavior
• Creating a structured, yet caring, classroom environment
• Collaborating with parents to ensure consistency between home and school

These strategies help create a system where students feel understood and supported, reducing the likelihood of recurrent behavioral issues.

The Role of Psychoeducational Services

A complementary line of research examining psychoeducational services has shown that targeted interventions can lead to a decrease in conduct problems—particularly among boys. One longitudinal study highlighted that early, tailored interventions in elementary schools significantly reduced conduct problems over a four-year period. However, the same benefits were not as pronounced for girls, suggesting that discipline practices may need to be adapted to meet the unique needs of different student groups. Such insights emphasize the importance of individualizing discipline strategies rather than adopting a one-size-fits-all approach.

Factors That Influence Success

Several factors can determine the success of school discipline practices:

• Implementation Fidelity: The degree to which teachers follow the intervention protocols can significantly affect outcomes. Research in middle schools shows that when teachers integrate behavioral support plans with high fidelity, students have better academic and social outcomes.
• Teacher Training: Ongoing professional development helps educators refine their classroom management strategies, ensuring that discipline practices have a positive impact.
• Systemic Support: Involvement of school leadership, parents, and mental health professionals creates an environment that promotes consistency and reinforces positive behavior across multiple contexts.

Conclusion

The evidence suggests that school discipline practices do improve behavior when they are part of an integrated, evidence-based system that emphasizes support, consistency, and proactive engagement. Strategies that focus on positive reinforcement, the development of coping skills, and collaborative problem-solving not only curb disruptive behavior but also foster a healthier, more engaging school environment.

While no single approach guarantees behavioral transformation for every student, combining robust disciplinary practices with comprehensive support systems promises the most beneficial outcomes. As schools continue to evolve their discipline policies, adopting these research-informed interventions can help create more resilient and thriving student communities.

Sources

• Washington-Nortey et al. (2023) – Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic
• Déry et al. (2023) – Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools

By embracing a thoughtful, context-sensitive approach to school discipline, educators can help pave the way for long-term improvements in student behavior and well-being.