Analyzing State-Level Teacher Training Statutes to Support Classroom and Behavior Management

• In Event: Analyzing Policies and Supporting Teachers in Selecting and Implementing Proactive Classroom Management Strategies

Abstract

Using the 2020 Compendium of School Discipline Laws and Regulations for the 50 States, District of Columbia, and U.S. Territories, we analyze state-level discipline-related policies, identifying how states discuss classroom and behavior management (CBM) support for teachers. We follow a transformative research design that allows for considering discipline policies in the larger social context, illuminating areas where states fail to support teacher CBM praxis. Results indicate that states primarily focus on prevention/health training rather than CBM development. We also examine CBM statutes by state characteristics, finding that states with mid-level CBM support have moderate-leaning attributes and a strong influence on the teacher union. Findings have implications for informing and updating discipline-related policies to support teachers and students better.

Authors

• Megan Svajda-Hardy, Texas A&M University

• Andrew Kwok, Texas A&M University