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Culturally responsive practices reduce subjective discipline of marginalized students

Kara Arundel, K-12 Dive |

Using students’ unique cultures as a basis for expected behaviors can help reduce discipline based on subjective decisions, said education experts who spoke during a virtual session at the Council for Exceptional Children’s Convention and Expo.

Because cultural norms can greatly influence a student’s behavior or a teacher’s perception of expected behaviors, training and awareness of culturally responsive positive behavioral interventions and supports should be a priority so that schools can create a safe and welcoming learning environment for all students, the panelists said.

CR PBIS can be transformative if there are collaborations between all stakeholders, efforts made to affirm and respond appropriately to cultural differences, and systems to monitor and modify practices as needed, said panelist Richard Williams, manager of districtwide supports and related services for the Providence Public Schools in Rhode Island.

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