Changing the Narrative: Bold Discipline Reforms Driving School Turnaround

Abstract

In urban school districts, the designation of campuses as “needing improvement” frequently prompts critical discussions about the impact of school discipline reform on academic performance. Scholars emphasize that academic success hinges on educators’—including teachers, assistant principals, school counselors, and principals—capacity to manage student behavior effectively. To foster a holistic improvement, the newly appointed principal of Alpha Plaza Intermediate School enlisted the collaboration of graduate students and a professor to redefine the school’s longstanding narrative and address its discipline challenges. This chapter presents findings from a two-year case study, highlighting practical solutions to the obstacles faced by educators at Alpha Plaza Intermediate School. It showcases their journey from punitive disciplinary ideologies to affirming practices that support and nurture students, ultimately driving the school’s transformation.