Analyzing State-Level Training Statutes to Support Classroom & Behavior Management

Purpose: Using the 2020 Compendium of School Discipline Laws and Regulations for the 50 States, District of Columbia, and U.S. Territories (Lao et al., 2020), we analyze discipline-related policies, identifying how states discuss classroom and behavior management (CBM) support for teachers. Research Analysis: This study employs a multi-step qualitative research design, enabling us to examine discipline policies within the broader social context and identify areas where state policies fall short in providing necessary CBM teacher support. Findings: Results indicate that few states focus on CBM support and many include structural constraints that can limit the provision of teacher support in the general classroom setting. After examining CBM statutes by state characteristics, we find that states providing CBM support have a high population, a location in the Southeast, moderate political affiliation, and a weak teacher union influence. We then present case studies to illustrate how states currently discuss CBM support, followed by a cursory review of aligned regulations to examine the effects of statutory language on the implementation of support. Implications: Findings have implications for creating and updating discipline-related policies to better support teachers and, ultimately, students.