The HIDDEN Opportunity in Student Discipline

                                                  
Written By Richard H.  Long, MSW, MEd

            Why are education leaders around the country rethinking their student discipline policies? The answer can be found in two main developments – 1) the growing body of research surrounding the efficacy of Restorative Practices, and 2) the stark realization that traditional discipline practices lead to less-than-ideal outcomes for schools while at the same time alienating and disenfranchising students and families that are already struggling to find academic and social viability.  

            Despite these realizations and the growing body of research, there are still many gaps in the actual practices and procedures at schools. The HIDDEN Model is designed to fill one of those gaps by providing educators with a roadmap for successfully responding to the actual discipline incident, regardless of whether the incident will be handled in the classroom by a teacher or in the office by an administrator or dean.

            The article - The HIDDEN Opportunity in Student Discipline - explains the rationale behind the need for the HIDDEN Model and then dives deeply into how to use the model when responding to discipline incidents. Most importantly, it explains the opportunity that presents itself to educators every time they engage in discipline proceedings and how to take advantage of this opportunity.  This will allow the educator to turn what has historically been a wedge in the relationship between school, student, and family into a bridge to growth and healing for all parties involved.  

To read the full article, go to this link or email Richard Long from Education Lifeskills at rhlong@accilifeskills.com 

You can also learn more about the work of Education Lifeskills at this link.


About the Author

Richard Long has worked in leadership positions in the helping professions for the past 20 years, including wilderness therapy, community behavioral health, therapeutic boarding schools, and public high schools. Richard is passionate about helping youth and young adults succeed, overcome difficult circumstances, and become the best version of themselves. Richard specializes in providing tiered interventions, restorative frameworks, and youth and adult leadership models. Richard completed a Master of Social Work from Arizona State University in 2007 and a Master of Educational Leadership from Capella University in 2016. He loves his family (wife and 4 kids), his bikes (mountain or road), and his ropes (rock climbing and canyoneering)!

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