Improving Student Behavior in Middle Schools

Nearly eighty percent of middle and high school teachers indicate that their students suffer because of “a few persistent troublemakers”—however, decades after the popularization of zero tolerance and exclusionary discipline in schools, research shows the need for more equitable and effective responses to misbehavior.

This report discusses seven research-backed practices to respond to student misbehavior and promote positive behavior at the middle school level. The report addresses the negative consequences of zero-tolerance, exclusionary discipline practices and offers these seven practices as alternatives.

Zero-tolerance discipline causes negative consequences

7%

decrease in the likelihood that a student will graduate from high school if suspended

Zero-tolerance discipline policies refer to policies that require predetermined, severe consequences, (e.g., suspension) for student misbehaviors, regardless of the context of the misbehavior. In 2008, the American Psychological Association (APA) found school violence levels have not changed despite the widespread implementation of zero-tolerance policies. In addition, research shows that minority students face more severe and frequent discipline consequences than their peers, with serious implications for the school-to-prison pipeline and achievement gaps.

Overburdened teachers resist discipline reforms

77%

of surveyed middle school and high school teachers indicate that their students suffer because of “a few persistent troublemakers”

Seventy-seven percent of middle school and high school teachers in one survey indicate that their students suffer because of “a few persistent troublemakers.” Though teachers understand the serious consequences of discipline practices such as suspension on the suspended student, they often assert that alternatives (e.g., school-wide Positive Behavioral Interventions and Supports, or PBIS) do not adequately preserve order in their classrooms. Therefore, this report profiles several actionable practices that administrators and teachers can use to effectively manage middle school student behavior alongside school-wide PBIS.

Prioritize non-exclusionary discipline

Administrators can train teachers on strategies to de-escalate student outbursts to help them manage their classrooms without referring students for discipline. For students with special needs, who are more likely than their peers to experience suspension, teachers and school staff can use functional behavioral assessment-based interventions to redirect behavior. Though administrators should avoid exclusionary discipline when possible, administrators must commit to school safety and should reserve the right to suspend students in cases where students pose a substantive threat. Administrators can identify these cases through evidence-based threat assessment protocols. Administrators should also consider implementing alternative to suspension programs to provide an opportunity for suspended students to receive behavioral therapy and academic support.

U-46 School District in Illinois reduced out-of-school suspensions by 75% and challenging behaviors by 50-75% through Nonviolent Crisis Intervention training for teachers

Promote positive classroom behavior

50%

fewer discipline code violations committed by students exposed to evidence-based SEL curricula

Research highlights a connection between direct SEL instruction and improved behavior—in one study, students exposed to SEL curricula committed half the number of discipline code violations as students in a control group. Though SEL experts suggests administrators should select an evidence-based SEL curricula for teachers to implement in their classrooms, teachers can also integrate SEL instruction into regular classroom instruction. To further provide SEL instruction, administrators should consider creating mentorship programs that connect students with school staff and community volunteers.