A Comparison of Early Career to Later Career Teachers' Perceptions of Exclusionary Discipline Practices

Date of Award

5-9-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Laura Miller

Abstract

Exclusionary discipline is associated with significant short- and long-term negative outcomes, including academic disengagement, dropout, and increased risk of involvement with the juvenile justice system. These practices also disproportionately affect students of color, students with disabilities, and those from low socioeconomic backgrounds. Using a concurrent mixed methods design, K-12 teachers in Ohio completed a survey measuring agreement with prevention- and suspension-oriented discipline practices, while qualitative data were gathered through open-ended responses exploring personal experiences and perspectives. Data were analyzed using analysis of variance (ANOVA) and thematic coding. Results indicated moderate endorsement of both prevention- and suspension-oriented discipline practices, with slightly higher agreement for suspension-oriented approaches. No statistically significant difference was found between early, middle, and later career teachers on prevention-oriented perceptions. F (2,192) = 1.36, p = .260, ηp² = .014, or suspension-oriented perceptions, F (2,192) = 1.79, p = .171, ηp² = .018. Thematic analysis revealed six themes: (a) safety and preservation of the learning environment; (b) exclusionary discipline as a temporary, context-dependent strategy; (c) influence of adult collaboration and administrative support; (d) home environment, parental involvement, and unmet student needs; (e) preventative, relationship-based, and restorative practices; and (f) limited impact of professional development and training.

Keywords

Education

Comments

OCLC No. 1591639187

Rights Statement

Copyright 2026, author.

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