Unlearning Discipline: Increasing Opportunities and Addressing Disproportionality in Discipline for Black and Latinx Students

Abstract

Schools in the United States continue to be vastly inequitable, particularly in disciplinary practices for Black and Latinx students. This case examines one school’s attempts to alleviate disproportionate disciplinary practices. Teachers are encouraged to interrogate themselves, practices, and policies through equity professional learning to create better outcomes. As the school attempts to unlearn harmful punitive approaches to discipline, facilitators met with resistance from staff members, and inequities remain and even worsen. This case asks readers to consider the challenges leaders face when implementing professional learning to minimize disproportionality in discipline and grow staff capacity for culturally responsive pedagogy and restorative practices.