Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity

Autor/inn/en	Fallon, Lindsay M.; Veiga, Margarida; Sugai, George
Titel	Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
Quelle	In: School Psychology Review, 52 (2023) 5, S.518-533 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1972333
Schlagwörter	Multi Tiered Systems of Support; Student Behavior; Discipline; Race; Disproportionate Representation; Equal Education; Whites; African American Students; Minority Group Students; Suspension; School Psychology; School Psychologists; Student Empowerment; School Community Relationship; Advocacy; Professional Development; Inclusion; Racism; Educational History; Discipline Policy + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Disziplin; Rasse; Abstammung; White; Weißer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Studienberechtigung; Sozialanwaltschaft; Inklusion; Rassismus; History of education; Bildungsgeschichte; Disziplinarmaßnahme
Abstract	Despite widespread implementation of multitiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces that have maintained a reliance on exclusionary discipline practices with a primary focus on out-of-school suspension to oppress youth of color, specifically Black students. Then, we describe the harm exclusionary discipline has caused the Black community by synthesizing counter-storytelling. Finally, we propose ways to strengthen MTSS-B to promote racial equity with a primary focus on supports to adults in the systems in which oppression is maintained. We propose school psychologists can (a) empower students, families, and communities to engage in authentic partnerships, (b) advocate to educational leaders, (c) coordinate transformative staff professional development, and (d) support teachers to create inclusive and healing classroom communities. We frame these suggestions within an ecological-behavioral paradigm that considers root conditions of harm. Impact Statement: Discipline in U.S. public schools has long been rooted in White centrality, and exclusionary practices (e.g., out-of-school suspension) have caused harm to individuals, particularly in the Black community. School psychologists are poised to strengthen the design and delivery of behavior supports provided in schools to center racial equity and address this sustained harm. School psychologists must focus on providing supports to adults (e.g., educators) in the systems in which oppression is maintained to propel change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01