Are Chilean Schools Normalizing Punitive Disciplinary Practices? Evidence from Students and Parents

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Abstract

Educational inclusion policies have challenged Chilean schools to move beyond teaching to the average student and embrace diversity. However, exclusionary punitive practices persist, targeting so-called problem students and promoting homogeneous classrooms. This study investigates whether punitive disciplinary practices are normalized within Chilean schools. Drawing on national databases and SIMCE surveys, we analyze student and parent perspectives over time and across grade levels. Independent indices were constructed using Confirmatory Factor Analysis, tested for measurement invariance, and compared across schools using ANOVA and Kruskal–Wallis tests. The results reveal that most schools show no significant differences in punitive practices across grades or time. This suggests that these practices persist as an institutional mechanism and are applied consistently across the Chilean school system.

Authors

• Verónica López, Pontificia Universidad Catolica de Valparaiso

• Claudio Allende, Universidad de Chile

• Juan Pablo Valenzuela, Universidad de Chile

• Sebastián Ortiz, Universidad de Playa Ancha