The Role of Social Emotional Competencies in Student Discipline and Discipline Disparities

• In Event: Racial/Ethnic Equity and School Safety

Abstract

While research suggests that social emotional competencies (SECs) influence students’ disciplinary outcomes, less is known their potential to explain racial inequities in those outcomes. This study used survey and administrative data from 30,494 students in grades 3–12 to examine the degree to which SECs were related to discipline outcomes, and whether the relationship differed by race or grade tier. Results indicated that students with higher SEC had fewer behavior incidents, in-school suspensions, and out-of-school suspensions. Further analyses revealed that race and grade tier were predictive of all discipline outcomes. Regardless of SEC level, Black and mixed-race students had higher behavior incidents. When race and grade tier were included as factors, the relationship between SEC and discipline was diminished. Implications for practice are discussed.

Authors

• Maury Nation, Vanderbilt University

• Krista Davis, Metro Nashville Public Schools

• Benjamin W. Fisher, University of Wisconsin - Madison

• Caroline Christopher, Vanderbilt University

• Christine Stenson, Metro Nashville Public Schools