Principal Sense-Making and Special Education Discipline

• In Event: Ensuring School Is Welcoming and Equitable for All Students: School Leaders' Role in Diminishing Disparities in Discipline and Absenteeism

Abstract

This multiple case study – utilizing an application of educational sensemaking theory – aimed to examine how building-level administrators made sense of disciplining students with disabilities. Data was collected from seven secondary building-level administrators over four secondary schools in one Midwestern school district. The findings suggested that the building-level administrators were constrained more heavily by certain aspects of sensemaking. Specifically, they (1) did not have the background knowledge/training in special education to draw from, (2) had previous experiences that reminded them of worst-case occurrences, (3) were given high amounts of autonomy in decision making with very few opportunities to increase knowledge outside of own initiatives, and (4) relied on relationships with teachers to help shape their actions.

Author

• Laura Gavornik Browning, University of Missouri - Columbia