A Critical Race Analysis of High School Educator Perceptions of School Discipline and Racial Disproportionality.

This article examines educator perceptions of school discipline and racial disproportionality during the early implementation of Positive Behavioral Interventions and Supports (PBIS) at a high school with significant racial disparities in suspensions. While educators generally supported reducing exclusionary discipline and sought greater consistency, many simultaneously expressed cultural deficit views and normalized racial inequality, which may undermine efforts to address systemic racism. The study highlights that race-neutral frameworks like PBIS can reduce overall suspensions but face challenges in eliminating racial disciplinary disparities without explicitly addressing structural inequities and racial bias. It suggests that integrating racially conscious, equity-focused approaches is necessary to disrupt the school-to-prison pipeline and promote justice in school discipline.