Alternative school discipline principles and interventions: an overview of the literature

Abstract

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using the theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Non‐paradigmatic punishments

“…Indeed, insofar as they may avoid censure or even not be conceived of as responses to wrongdoing, some might doubt they are punishment at all. Some may hesitate to classify instances of restorative practices used in schools (Jean‐Pierre & Parris‐Drummond, 2018) as punishment (We say more about this issue in section IV. ).…”