Abstract
In an attempt to close the discipline gap, school systems have replaced traditional exclusionary practices with alternative interventions such as Positive Behavior Intervention Support (PBIS). PBIS, as an alternative to exclusionary discipline practices, does little to help historically oppressed youth, specifically, because it denies the presence and value of race. This attempt to be race-neutral results in racist discipline outcomes. PBIS presents harmful outcomes for early childhood and elementary-aged children, as it normalizes children to the disciplinary structures that result in high school dropouts and other negative outcomes for older youth. Exploring this program aids in understanding the limitations of color-evasive policies in education and society at large. In this article, the authors explore failings of PBIS and argue for the adoption of color-conscious approaches that engage in co-construction of pedagogy, curriculum, accountability norms, and expectations (Milner et al., 2018).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Perspectives on Early Childhood Psychology and Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
