Ninth-Grade Office Discipline Referrals and Teacher Classroom Management: Addressing Students' Social, Emotional, Behavioral Needs

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Discipline, Behavior, and Referrals

Abstract

Office disciplinary referrals (ODRs) during students’ first year in high school has been understudied despite research highlighting its impact on graduation. Based on two cohorts of 9th grade students in one high school, trends in ODRs were analyzed in relation to students’ and teachers’ ratings of students’ social behavioral needs. During a typical school day, ODRs steadily increase and plateau out between 10am and 2pm. ODRs peak in November. Students with more positive social skills are 64% less likely to have a repeated office referral, while students whose teachers rated to have more problem behaviors are more likely to have a repeated office referral as compared to students without any referrals. Implications for teachers’ classroom management are discussed.

Authors

• Kevin Tan, University of Illinois at Urbana-Champaign

• Caitlin Yore, University of Illinois at Urbana-Champaign

• Oejin Shin, University of Illinois at Urbana-Champaign