It’s All about the Relationships”: Educators’ Rationales and Strategies for Building Connections with Students to Prevent Exclusionary School Discipline Outcomes

Abstract

This qualitative study identified nonpunitive and nonexclusionary discipline strategies used in schools with low out-of-school suspension rates. Interviews and focus groups with 198 educators from 33 low-suspending schools in a large urban district were conducted to learn more about the approaches that were essential to their school's success. Data were analyzed with inductive and deductive approaches to identify themes regarding efficacious approaches across schools. Relationship building was noted as a key strategy in reducing exclusionary discipline outcomes and racial disparities in out-of-school suspension. Specific relationship-building strategies and the rationales behind these practices are described, including home visits, greetings, morning meetings, advisory periods, increased adult visibility in and out of school, and positive contact with families.

ARCCH Model of Resilience: A Flexible Multisystemic Resilience Framework

“…Together, we suggest that attachment within and to the system is an important consideration. For the ARCCH Model of Resilience, expanding the role of attachment through other adults and systems is important for building systemic resilience [ 23 , 46 , 47 ]. Please note that in this broadened conceptualization, we noted that attachment is not limited to parent-child, but something we think about for all involved in the system.…”

Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents

“…Building in time to review these work samples with individual students to discuss their unique responses and opinions demonstrates a sincere interest in their lives and sets the tone for success. In addition, greeting students at the door before each school day is a powerful tool for establishing a positive relationship (Anyon et al, 2018; Cook et al, 2018; Van Loan & Marlowe, 2013) and reducing off-task behavior (Allday & Pakurar, 2007). This may take the form of a simple, “Good morning, (Student’s name),” or it can include the use of something more individualized like a unique handshake or other greeting.…”

“…This may take the form of a simple, “Good morning, (Student’s name),” or it can include the use of something more individualized like a unique handshake or other greeting. Holding morning meetings or spending time at the start of the school day dedicated to connecting to students as a group and discussing nonacademic items can also support a positive student–teacher relationship (Anyon et al, 2018). These meetings also offer an opportunity for teachers to listen attentively and genuinely to student voice and gather insights from them that can be referenced during later instruction (Van Loan & Garwood, 2020; Van Loan & Marlowe, 2013).…”

“…Another strategy is positive contact with guardians and caregivers (Anyon et al, 2018; Cook et al, 2018). Typically, this takes the form of an email, phone call, or written note in which a student’s success or appropriate behavior is acknowledged and shared with that student’s guardian.…”

“…Teacher dedicates time before instruction to discuss nonacademic topics, listens authentically to students' voices, and connects with students as a group Anyon et al (2018) Active supervision Teacher maintains consistent eye contact and interacts frequently with students by having conversations, prompting, and encouraging…”