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<p>Several studies have documented the over-representation of Black students in school discipline settings dating back to the Children's Defense Fund’s seminal report published in 1975. Following decades of research investigating the prevalence of school discipline disproportionality, recent studies have explored Black students’ and parents’ perceptions of school discipline and its impact on their lives. While existing scholarship confirms that school suspension harms Black students’ achievement and contributes to incarceration, few studies have examined how exclusionary discipline extends to parents and advocates. We contribute to the literature on secondary discipline by investigating how school officials respond to families and community activists who advocate for Black children involved in the school discipline process. Using Critical Race Theory (CRT) as a framework, we conducted qualitative interviews with seventeen Black parents and community activists who experienced retaliation for assisting Black children throughout the school discipline process. We also interviewed four Black children who experienced retaliation for their parents’ advocacy efforts. Our findings reveal that secondary discipline involves a wide-ranging spectrum of punishments that include being physically escorted off school premises, being banned from school grounds, losing employment, and receiving threatening home visits. Children also reported feelings of being targeted for suspension and the emergence of barriers to graduation following their parents’ or activists’ advocacy efforts.</p>

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Meeting Parental School Discipline Advocacy with Violence: How Schools Retaliate Against Families

  • 期刊论文

  • 发表日期：

    2026年2月12日

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  • Charles Bell,
  • Alexia Angton,
  • Elisa Descartes,
  • Sarah Franklin

摘要

Several studies have documented the over-representation of Black students in school discipline settings dating back to the Children's Defense Fund’s seminal report published in 1975. Following decades of research investigating the prevalence of school discipline disproportionality, recent studies have explored Black students’ and parents’ perceptions of school discipline and its impact on their lives. While existing scholarship confirms that school suspension harms Black students’ achievement and contributes to incarceration, few studies have examined how exclusionary discipline extends to parents and advocates. We contribute to the literature on secondary discipline by investigating how school officials respond to families and community activists who advocate for Black children involved in the school discipline process. Using Critical Race Theory (CRT) as a framework, we conducted qualitative interviews with seventeen Black parents and community activists who experienced retaliation for assisting Black children throughout the school discipline process. We also interviewed four Black children who experienced retaliation for their parents’ advocacy efforts. Our findings reveal that secondary discipline involves a wide-ranging spectrum of punishments that include being physically escorted off school premises, being banned from school grounds, losing employment, and receiving threatening home visits. Children also reported feelings of being targeted for suspension and the emergence of barriers to graduation following their parents’ or activists’ advocacy efforts.