Extensive research has documented the link between exclusionary discipline and numerous detrimental youth outcomes including lower academic achievement, a greater likelihood of being pushed out of school, an increase in substance use, and criminal justice involvement (Lacoe & Steinberg, 2019). Exclusionary practices are defined as removing students from classroom instruction (or school-based social settings) in response to unwanted student behavior (Nese & McIntosh, 2016). Exclusionary practices are ineffective for changing student behavior, and are harmful to students’ wellbeing, the school community, and society at-large (Gerlinger et al., 2021).

Students who feel supported by their teachers are more academically engaged and have fewer disciplinary outcomes (Di Pietro, 2018). Positive student-teacher relationships can decrease emotional, behavioral, and substance use concerns (Yeung & Leadbeater, 2010). Thus, implementing preventative practices in schools, that include relationship building strategies, is important for reducing the use of exclusionary discipline (Compton et al., 2019). This practice brief outlines effective strategies to reduce the use of disproportionate discipline in schools.