As schools transition back to in person, we must realize our most vulnerable kids are the ones who may have been most harmed by the intense changes of the pandemic year. Teachers should respond to all acting-out behaviors with expressions of support that leave the door open to identify students in real distress. Keels cautions against isolating students showing  even serious behavioral issues this fall. She recommends using relational discipline techniques and instructional choices that helped kids feel very academically engaged.

What Schools Need Now: Relational Discipline

Micere Keels

October 2021 Keels thumbnail image

1021_ Keels_Damircudic _ iStock-1282021956

Classroom management

Well-being

Student engagement and motivation

student behavior and discipline

Classroom Management

Instructional Strategies

In these unprecedented times, educators need to infuse equity and justice into their discipline practices. Whether operating in-person or remotely, the schools that succeed this year will be the ones that put mental health at the center of all policies and practices, says Micere Keels, director of the Trauma Responsive Educational Practices Project at the University of Chicago.

Building Racial Equity Through Trauma-Responsive Discipline

Whole Child

Urban Schools

Social-emotional learning

School climate and culture

Culturally responsive teaching

Cultural competency

Diverse classrooms and schools

School Culture

Preparing Educators for the Challenge Ahead

Principals

Teacher leadership

Equity

Author

Micere Keels author thumbnail

Micere_Keels

Micere Keels

About

Expertise

Articles by Micere

What Schools Need Now: Relational Discipline

Building Racial Equity Through Trauma-Responsive Discipline

Preparing Educators for the Challenge Ahead

Write for ASCD

To process a transaction with a Purchase Order please send to member@ascd.org