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Child maltreatment in the form of physical and emotional abuse or neglect remains a common occurrence globally, notably as a form of disciplinary action (Butchart & Mikton, 2014; WHO, 2019). However, research demonstrates negative effects on children when exposure to practices that eliminate emotionally and physically safe environments (Leeb, Lewis, & Zolotor, 2011; Vachon et al., 2015), notably in the context of schools (Gershoff et al., 2019; Orgando & Pells, 2015; Talwar et al., 2011). With this theory as an influential construct, the current study sought to explore the impact on teachers’ beliefs and practices when learning a safe approach to education, relative to their use of corporal punishment as one of other fear-based tactics. Ugandan schools culturally accept corporal punishment as a disciplinary method, and therefore became the platform for this study to occur. The Stoplight Approach was selected as the intervention because of its holistic approach, aligning with the strategic criteria for change proposed by WHO (2019). Additionally, it acknowledges the inadequacy of corporal punishment and other fear-based strategies, promoting safer methods. As the focus of this study was to investigate potential changes of teacher’s educational beliefs and practices when introduced to the SA, and understand why they may or may not have occurred, a mixed method approach was utilized. Data was collected in the form of surveys across three separate data points (Surveys A, B, and C) and concluded with selective participants undergoing semi structured interviews. The analysis of these findings was regarded as vital to the guidance of interventions to promote safe school environments. Though the quantitative data analysis showed no statistical significance due to limited data as a result of participant drop out, the exploration of the data through descriptive and statistical analysis revealed common themes in beliefs and practices of teachers following the intervention trai

This research examines instructional strategies for health, sport, and physical education as a means to control student discipline. The research method used is a descriptive qualitative procedure: choosing a topic, determining the focus of the inquiry, conducting a preliminary survey, doing a literature review, developing sub-categories, and developing the instrument. The results of the research are as follows: a) to train and shape the attitudes of learners in learning readiness, b) to train and establish cooperation between learners, c) to form independent attitudes and do not give up easily, d) to evaluate the process. BAHASA INDONESIA ABSTRAK: Berdasarkan pengamatan peneliti pada kelas III B ada keunikan dari kelas ini, yakni kekompakan, kerjasama dan saling menghargai. Kekompakan ditunjukkan dengan datang ke kelas tepat waktu dan menaati peraturan serta prosedur yang ditetapkan. Hal ini dapat terjadi karena strategi instruksional dan peran pendidik dalam menciptakan lingkungan belajar yang kondusif. Oleh karena itu tujuan dari penelitian ini adalah : a) Menjelaskan konsistensi strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. b) Menjelaskan manfaat pelaksanaan strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. Metode penelitian ini menggunakan metode penelitian deskriptif kualitatif dengan lima kali pengambilan data. Subjek penelitian adalah peserta didik kelas III yang terdiri dari 12 peserta didik. Penelitian dilaksanakan pada 21 Oktober 2015 sampai 13 November 2015. Data dikumpulkan melalui instrument penelitian, lembar angket strategi dan disiplin peserta didik, lembar observasi (ceklist) strategi pembelajaran dan penerapan disiplin oleh pendidik, lembar wawancara strategi pembelajaran dan penerapan disiplin oleh pendidik dan dokumentasi strategi pembelajaran dan disiplin peserta didik. Teknik analisis data yang digunakan adalah analis deskriptif

This research examines instructional strategies for health, sport, and physical education as a means to control student discipline. The research method used is a descriptive qualitative procedure: choosing a topic, determining the focus of the inquiry, conducting a preliminary survey, doing a literature review, developing sub-categories, and developing the instrument. The results of the research are as follows: a) to train and shape the attitudes of learners in learning readiness, b) to train and establish cooperation between learners, c) to form independent attitudes and do not give up easily, d) to evaluate the process. BAHASA INDONESIA ABSTRAK: Berdasarkan pengamatan peneliti pada kelas III B ada keunikan dari kelas ini, yakni kekompakan, kerjasama dan saling menghargai. Kekompakan ditunjukkan dengan datang ke kelas tepat waktu dan menaati peraturan serta prosedur yang ditetapkan. Hal ini dapat terjadi karena strategi instruksional dan peran pendidik dalam menciptakan lingkungan belajar yang kondusif. Oleh karena itu tujuan dari penelitian ini adalah : a) Menjelaskan konsistensi strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. b) Menjelaskan manfaat pelaksanaan strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. Metode penelitian ini menggunakan metode penelitian deskriptif kualitatif dengan lima kali pengambilan data. Subjek penelitian adalah peserta didik kelas III yang terdiri dari 12 peserta didik. Penelitian dilaksanakan pada 21 Oktober 2015 sampai 13 November 2015. Data dikumpulkan melalui instrument penelitian, lembar angket strategi dan disiplin peserta didik, lembar observasi (ceklist) strategi pembelajaran dan penerapan disiplin oleh pendidik, lembar wawancara strategi pembelajaran dan penerapan disiplin oleh pendidik dan dokumentasi strategi pembelajaran dan disiplin peserta didik. Teknik analisis data yang digunakan adalah analis deskriptif

The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.

The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.

Invited Commentary on "Comparing Campus Discipline Rates: A Multivariate Approach for Identifying Schools with Significantly Different than Expected Exclusionary Discipline Rates" by Eric Booth and colleagues.

School safety is the utmost priority for an elementary school administrator and is high on the list of public concerns. The intent of this study was to identify the professional development that Virginia Elementary School principals receive in the area of handling student discipline. The study addressed the following research questions: (a) to what extent do current elementary school administrators receive training in the area of handling student discipline; (b) to what extent do elementary school administrators receive training in the area of handling student discipline in principal preparation coursework; (c) what are the most prevalent topics when administrators receive training in the area of handling student discipline; and (d) what future training, in the area of handling student discipline, do elementary school administrators need? This descriptive, quantitative study included a survey, created by the researcher that was used to collect data from 103 elementary school administrators. The results indicate that the administrators did not receive comprehensive training in the area of handling student discipline. In particular, training regarding suspensions and minority overrepresentation was severely lacking while the training around safety and security was the most prevalent. Forty-nine percent of the administrators indicated that their principal preparation programs did not address student discipline in a required coursework. The results of this study provide school district leaders with information on current gaps in the area of student discipline included in professional development provided to elementary school administrators in principal preparation programs and during their tenure as administrators.

Higher Learning Institutions (HEIs) have an important role to play in the promotion of respect for fundamental human rights and other constitutional imperatives. This article will demonstrate that the design and administration of student discipline at HEIs qualifies to be administrative action. As such, the article will identify the constitutional and other legislative principles which can help student discipline to be aligned to the requirements of just administrative action, which are lawfulness, procedural fairness and reasonableness. The article will explore challenges faced by student discipline and proffer recommendations and suggestions for improved regulation and practice.

Higher Learning Institutions (HEIs) have an important role to play in the promotion of respect for fundamental human rights and other constitutional imperatives. This article will demonstrate that the design and administration of student discipline at HEIs qualifies to be administrative action. As such, the article will identify the constitutional and other legislative principles which can help student discipline to be aligned to the requirements of just administrative action, which are lawfulness, procedural fairness and reasonableness. The article will explore challenges faced by student discipline and proffer recommendations and suggestions for improved regulation and practice.

Higher Learning Institutions (HEIs) have an important role to play in the promotion of respect for fundamental human rights and other constitutional imperatives. This article will demonstrate that the design and administration of student discipline at HEIs qualifies to be administrative action. As such, the article will identify the constitutional and other legislative principles which can help student discipline to be aligned to the requirements of just administrative action, which are lawfulness, procedural fairness and reasonableness. The article will explore challenges faced by student discipline and proffer recommendations and suggestions for improved regulation and practice.

Review of issues and student discipline situations in schools in Serbia in the previous two centuries, the introduction and (or) a stimulus that, in another paper, the following placed the matrix, makes the parallels between the socio-historical and educational-correctional Serbian past and current state at the beginning of the new millennium, with severe forms of bullying in schools. This brief historical view of student disciplinary offenses, and predicted, and then carried out the disciplinary measures through legislation that maintains the fundamental values of Serbian society in the 19th and early 20th century, proved a reflection of the complex socio-historical developments in family, social, value and educational relations between the Serbian history that marked the milestone events and phenomena, especially the development of the turbulent political, social and cultural life of a young Serbian society. The paper, according to historical periods in the development of the school system in Serbia, provides an overview of student disciplinary offenses, imposed fines, and comparing the percentage of students in schools and then imposed disciplinary measures., Razmatranje pitanja i problema discipline učenika u školama u Srbiji u prethodna dva veka predstavlja uvod i(ili) podsticaj da se, u nekom drugom radu, sa postavljenom matricom, uporede društveno-istorijske i prosvetno-vaspitne prošlosti Srbije i aktuelnog stanja na početku novog milenijuma, bremenitog teškim oblicima nasilničkog ponašanja u školama. Ovaj kratak istorijski prikaz disciplinskih prestupa učenika, i predviđenih, a potom sprovedenih disciplinskih mera, na osnovu zakonske regulative koja odražava osnovne vrednosti srpskog društva u 19. i početkom 20. veka, dokazuje refleksiju kompleksa društveno-istorijskih kretanja na porodične, socijalne, vrednosne i vaspitno-obrazovne relacije u periodu srpske istorije koji su obeležila prekretnička zbivanja i pojave, a posebno buran razvoj političkog, društvenog i kulturnog života mladog srpskog društva. U radu se, prema istorijskim razdobljima u razvoju školskog sistema u Srbiji, daje pregled učeničkih disciplinskih prestupa, izrečenih kazni, ali i procentualna poređenja broja učenika u tadašnjim školama i izrečenih disciplinskih mera.

Review of issues and student discipline situations in schools in Serbia in the previous two centuries, the introduction and (or) a stimulus that, in another paper, the following placed the matrix, makes the parallels between the socio-historical and educational-correctional Serbian past and current state at the beginning of the new millennium, with severe forms of bullying in schools. This brief historical view of student disciplinary offenses, and predicted, and then carried out the disciplinary measures through legislation that maintains the fundamental values of Serbian society in the 19th and early 20th century, proved a reflection of the complex socio-historical developments in family, social, value and educational relations between the Serbian history that marked the milestone events and phenomena, especially the development of the turbulent political, social and cultural life of a young Serbian society. The paper, according to historical periods in the development of the school system in Serbia, provides an overview of student disciplinary offenses, imposed fines, and comparing the percentage of students in schools and then imposed disciplinary measures., Razmatranje pitanja i problema discipline učenika u školama u Srbiji u prethodna dva veka predstavlja uvod i(ili) podsticaj da se, u nekom drugom radu, sa postavljenom matricom, uporede društveno-istorijske i prosvetno-vaspitne prošlosti Srbije i aktuelnog stanja na početku novog milenijuma, bremenitog teškim oblicima nasilničkog ponašanja u školama. Ovaj kratak istorijski prikaz disciplinskih prestupa učenika, i predviđenih, a potom sprovedenih disciplinskih mera, na osnovu zakonske regulative koja odražava osnovne vrednosti srpskog društva u 19. i početkom 20. veka, dokazuje refleksiju kompleksa društveno-istorijskih kretanja na porodične, socijalne, vrednosne i vaspitno-obrazovne relacije u periodu srpske istorije koji su obeležila prekretnička zbivanja i pojave, a posebno buran razvoj političkog, društvenog i kulturnog života mladog srpskog društva. U radu se, prema istorijskim razdobljima u razvoju školskog sistema u Srbiji, daje pregled učeničkih disciplinskih prestupa, izrečenih kazni, ali i procentualna poređenja broja učenika u tadašnjim školama i izrečenih disciplinskih mera.

The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public school students. To accomplish this goal, this federal mandate requires each state to establish the seven set priorities under NCLB. In addition, each state is required to establish and report their accomplishments and failures annually. One priority listed under NCLB required that all public schools establish a safe learning environment for students, school staff, and parents (U.S. Government, 2001). Some researchers have identified a high frequency of student discipline incidents, resulting in high suspension and expulsion rates, as a negative constuct that hinders teachers from establishing a nurturing learning environment. As a result, students are unable to develop the skills they need to successfully pass their state-wide assessment test (Howard et. al., 1987; Hernandez & Seem, 2004). Therefore, this study was designed to determined if there is a relationship between incidents of student discipline and student achievement across public school districts in Maryland, New Jersey, Pennsylvania, and Virginia. For the purpose of this study, a hierarchical clustering analysis was used to create five clusters of school divisions (N=1,108) within the four states according to similiarities. To accomplish this task, a data matrix was created, which contains data of the total number of incidents for disorderly conduct, weapon violations, substance abuse, and violence; the number of students receiving free and reduced lunch; and the number of students by race/ethnicity for each school district within the four states. The findings indicate that there is a relationship between incidents of student discipline and student achievement among the four states.

School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. "Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do." School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the reader's understanding of search and seizure in public schools.

Public opinion over the past 30 years consistently rates lack of discipline in public schools in the USA to be the biggest problem communities have to contend with (Charles, 1999). Similar concerns are apparent in Australia. The issue of student behaviour was raised at the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2002. The Council recognized that behavioural problems were both ongoing and growing and were of major concern nationally. Consequently, the Student Behaviour Management Project was established. This article briefly describes the aim, research process and outcome of this project. It reports on the core principles and key characteristics of best practice that were identified and the predominant models and approaches of student behaviour management that appear to inform best practice across Australia. Of what relevance is this project to school psychology? The effective management of student behaviour is arguably the business of school psychology practice in many countries around the world. This article is intended to contribute to international perspectives and debate on contemporary theories, principles and best practice associated with the effective management of student behavior.

Chronicle of Higher Education, Jan. 15, 2016, p.A21.

Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2013., This is a normative ethical analysis of school discipline policies. The overarching objective of this work is to inform school practices that directly benefit students. Chapter one examines the current state and practices of student discipline within schools. It focuses upon the pervasive use of suspensions to deal with non-violent student offenses and the adverse consequences that result from the applications of suspensions. Chapter two analyses three theoretical frameworks as they inform the developmental of a threshold for the ethical application of punishment. Developmental liberalism informs the understanding of the role that schools have in exhausting educative measures before the use of force, Self-Determination theory provides the foundation for psychologically nurturing school environments as necessary for the curtailing of adverse student behaviors, and School Community theory acknowledges the essential aspects of curriculum in engaging students. Chapter three sets forth a model for making ethical decisions within schools, and provides an analysis of principles and educational aims that directly inform this process. Chapter four explores the “crime and punishment” phenomenon within school discipline and provides the theoretical rationale that is offered to support such arguments. The chapter concludes with a discussion of when, if ever, it is appropriate to suspend students from school. Chapter five examines existing approaches to student discipline that align with the requirements of the threshold for ethical application of discipline and a well-informed ethical decision making process.