Alternatives to exclusionary discipline: a narrative study of K-12 administrators' perspectives on equity and reform

Danielle K. Ambrosia

doi:10.17918/00011246

This qualitative narrative inquiry examines how K-12 administrators conceptualize, experience, and navigate the shift from enacting exclusionary discipline consequences toward more equitable, student-centered alternatives. Although national reform efforts have increasingly emphasized restorative practices and multi-tiered systems of support, limited research has explored perspectives of administrators who ultimately make decision decisions. The researcher uses in-depth interviews with school administrators responsible for implementing discipline. This study investigates participants' discipline philosophies, understandings of equity, and perceived challenges in reducing disproportionate outcomes for students of color and students with disabilities. Findings reveal three central themes: Administrators' discipline practices are evolving from traditional, consequence-driven models toward approaches that consider student context, relationships, and root causes of behavior. Systemic and structural barriers--including inconsistent policies, limited training, time, and resistance from stakeholders complicate the implementation of alternatives to exclusionary discipline consequences. Equity-driven discipline requires collaborative decision-making, capacity building, and ongoing reflection on bias. Administrators described tension between long-standing zero-tolerance structures and their commitment to practices that foster belonging, minimize instructional loss, and uphold legal protections for students with disabilities. They also highlighted a lack of clear guidance on alternatives for serious infractions that traditionally result in removal from school. Implications include the need for administrator training that explicitly addresses equity-focused discipline, increased professional development, and the development of alternative in-school environments that maintain continuity while addressing behavioral needs. This study contributes to growing scholarship on equitable discipline reform by centering the lived experiences of school leaders navigating this ongoing shift in their discipline practice. Keywords: exclusionary discipline, discipline consequences, equity, administrator perspectives

Alternatives to exclusionary discipline: a narrative study of K-12 administrators' perspectives on equity and reform

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Alternatives to exclusionary discipline: a narrative study of K-12 administrators' perspectives on equity and reform

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