Presenter(s)

• Kirsten Flora, Graduate Student, University of Dayton
• Laura Miller, Assistant Clinical Professor, University of Dayton

Abstract

This study examines how teachers’ years of experience influence perceptions of exclusionary discipline practices, such as suspension and expulsion. Exclusionary discipline is associated with negative academic and social outcomes and disproportionately impacts students of color, students with disabilities, and students from low socioeconomic backgrounds. Using a concurrent mixed methods design, K-12 teachers in Ohio were grouped by career stage (early, middle, and later career). Quantitative survey data were analyzed using ANOVA, and qualitative responses were thematically coded. The study explores differences in perceptions across career stages and aims to inform targeted professional development and equitable discipline practices.