Leading for Equity: Micro-Moves to Dismantle Exclusionary Discipline in California Schools

• In Event: Navigating System Level Politics for Equity and Social Justice

Abstract

This paper examines the role of site-level leadership in disrupting exclusionary discipline practices. Despite widespread policy reforms, there is limited evidence on effective pathways for implementing equitable alternatives to exclusionary practices at the school or district level. Drawing on a 10-district research-practice partnership, this study uses a synthesized framework—combining restorative and culturally responsive leadership, continuous improvement, and change management—to explore how site leaders drive organizational change toward more equitable school climates. Findings indicate that schools with leaders practicing restorative “micro-moves” rooted in social justice principles had greater success disrupting exclusionary practices. The study urges policymakers and educators to look beyond suspension bans and to prioritize comprehensive, sustained professional development rooted in restorative approaches.

Authors

• Luis A. Cisneros, University of California - Los Angeles

• Michael D. Corral, University of California - Los Angeles

• Maria L. Espino, University of California - Los Angeles