Mitigating Inequities for Black Students in School Discipline and Special Education

Abstract

Black students remain disproportionately represented in K-12 school discipline and special education. Often treated separately, these two systems hinder Black students from accessing educational opportunities. This article reviews national trends related to school discipline and special education and shared factors that contribute to the overrepresentation of Black students. Three evidence-based recommendations to mitigate inequities include: (1) reducing biases during identification processes (2) improving the quality of learning environments, and (3) enhancing implementation and oversight of school discipline and special education protections. Addressing these malleable factors provides ways to improve educational opportunities and outcomes for Black students.

Keywords

Black students disability school discipline special education equity

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