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Abstract Though less explicit than the academic curriculum, the expectations, rules, and consequences that form the social curriculum of schools are no less important in determining school success. Methods of discipline that emphasize school removal have not yielded evidence of effectiveness in teaching appropriate behavior or ensuring safe and effective school climates. In contrast, reviews have consistently identified preventive, collaborative, and instructional methods as effective or promising in reducing school violence or disruption. One effort to increase the implementation of effective instructional methods of school discipline and the promising results from the 1st year of implementation are described. First-year results from that program provide some evidence that school discipline need not be equated with punishment and exclusion.
Skiba et al. (Wed,) studied this question.