Skip to main content
SpringerLink
Log in

School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students’ social and behavioral outcomes in school. Results from a literature review conducted nearly a decade ago indicated that there was, at that point, a paucity of empirical research related to considering students’ culture (e.g., race, ethnicity) and supporting school behavior. The purpose of this study is to replicate and expand the previous review to summarize the characteristics of the most recent school-based quantitative research addressing interventions to promote social and behavioral outcomes for racially and ethnically minoritized youth. We screened 1687 articles for inclusion in the review. Upon coding 32 eligible research studies, we found that intervention and implementer characteristics within these studies varied, but noted strong intervention effects in studies that included established evidence-based practices, adapted interventions, as well as new practices piloted with student participants. Results inform recommendations to continue to study interventions that promote positive social and behavioral outcomes for racially and ethnically minoritized students to disrupt a long history of subjection to exclusionary discipline disproportionately.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1

Similar content being viewed by others

References

  • Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA publications and communications board task force report. American Psychologist, 73(1), 3–25. https://doi.org/10.1037/amp0000191.

    Article  Google Scholar 

  • Aston, C., & Graves, S. L., Jr. (2016). Challenges and barriers to implementing a school-based afrocentric intervention in urban schools: A pilot study of the sisters of nia cultural program. School Psychology Forum, 10(2), 165–176.

    Google Scholar 

  • Aston, C., Graves, S. L., Jr., McGoey, K., Lovelace, T., & Townsend, T. (2017). Promoting sisterhood: The impact of a culturally focused program to address verbally aggressive behaviors in blacks girls. Psychology in the Schools, 55(1), 50–62.

    Article  Google Scholar 

  • *Barrasso, M. M. (2020). Supporting teachers to use restorative practice circles to improve student outcomes in elementary school classrooms. Doctoral dissertation, University of Massachusetts Boston.

  • Black, D. S., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Journal of Child and Family Studies, 23(7), 1242–1246. https://doi.org/10.1007/s10826-013-9784-4.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90–104. https://doi.org/10.1007/s12671-014-0376-1.

    Article  PubMed  Google Scholar 

  • Bradshaw, C. P., Mitchell, M. M., O’Brennan, L. M., & Leaf, P. J. (2010). Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals. Journal of Educational Psychology, 102(2), 508–520. https://doi.org/10.1037/a0018450.

    Article  Google Scholar 

  • Brenda, L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381–391. https://doi.org/10.1177/001440290006600308.

    Article  Google Scholar 

  • *Bunch-Crump, R. K. (2015). The effects of tier II check-in check-out intervention and tier III function-based self-management on the disruptive behavior and academic engagement of selected African American male students. Doctoral dissertation, The University of North Carolina at Charlotte.

  • Castro-Olivo, S. M., & Merrell, K. W. (2012). Validating cultural adaptations of a school-based social-emotional learning programme for use with Latino immigrant adolescents. Advances in School Mental Health Promotion, 5(2), 78–92. https://doi.org/10.1080/1754730X.2012.689193.

    Article  Google Scholar 

  • Castro-Olivo, S., Preciado, J., Le, L., Marciante, M., & Garcia, M. (2018). The effects of culturally adapted version of first Steps to success for Latino English Language learners: Preliminary pilot study. Psychology in the Schools, 55(1), 36–49. https://doi.org/10.1002/pits.22092.

    Article  Google Scholar 

  • Collins, T. A., Hawkins, R. O., Flowers, E. M., Kalra, H. D., Richard, J., & Haas, L. E. (2018). Behavior bingo: The effects of a culturally relevant group contingency intervention for students with EBD. Psychology in the Schools, 55(1), 63–75. https://doi.org/10.1002/pits.22091.

    Article  Google Scholar 

  • Cramer, K. M., & Castro-Olivo, S. (2016). Effects of a culturally adapted social-emotional learning intervention program on students’ mental health. Contemporary School Psychology, 20, 118–129. https://doi.org/10.1007/s40688-015-0057-7.

    Article  Google Scholar 

  • Davis, J. E., & Jordan, W. J. (1994). The effects of school context, structure, and experiences on African American males in middle and high school. The Journal of Negro Education, 63(4), 570–587. https://doi.org/10.2307/2967296.

    Article  Google Scholar 

  • DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & Gould, K. M. (2019). Examining dimensions of treatment intensity and treatment fidelity in mathematics intervention research for students at risk. Remedial and Special Education, 40(5), 298–312.

    Article  Google Scholar 

  • Embry, D. D. (2002). The good behavior game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273–297. https://doi.org/10.1023/A:1020977107086.

    Article  PubMed  Google Scholar 

  • Every Student Succeeds Act of 2015 (ESSA) (2015). Pub. L. No. 114–95.

  • Fallon, L. M., Kurtz, K. D., & Mueller, M. R. (2018). Direct training to improve educators’ treatment integrity: A systematic review of single-case design studies. School Psychology Quarterly, 33(2), 169–181. https://doi.org/10.1037/spq0000210.

    Article  Google Scholar 

  • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Behavior Interventions, 14(4), 209–219. https://doi.org/10.1177/10983007124422.

    Article  Google Scholar 

  • Farrell, A. D., Sullivan, T. N., Sutherland, K. S., Corona, R., & Masho, S. (2018). Evaluation of the olweus bully prevention program in an urban school system in the USA. Prevention Science, 19(6), 833–847. https://doi.org/10.1007/s11121-018-0923-4.

    Article  PubMed  Google Scholar 

  • *Featherston, T. R. (2014). An experimental study on the effectiveness of a restorative justice intervention on the social aggression, social problem solving skills, and prosocial behaviors of African American adolescent girls. Doctoral dissertation, Capella University.

  • Gadke, D. L., Kratochwill, T. R., & Gettinger, M. (2020). Incorporating feasibility protocols in intervention research. Journal of School Psychology, 84, 1–18. https://doi.org/10.1016/j.jsp.2020.11.004.

    Article  PubMed  Google Scholar 

  • Gage, N. A., Katsiyannis, A., Carrero, K. M., Miller, R., & Pico, D. (2020). Exploring disproportionate discipline for Latinx students with and without disabilities: A national analysis. Behavioral Disorders. https://doi.org/10.1177/0198742920961356.

    Article  Google Scholar 

  • Gage, N. A., Whitford, D. K., Katsiyannis, A., Adams, S., & Jasper, A. (2019). National analysis of the disciplinary exclusion of black students with and without disabilities. Journal of Child and Family Studies, 28(7), 1754–1764. https://doi.org/10.1007/s10826-019-01407-7.

    Article  Google Scholar 

  • *Garcia-Dubon, E. R. (2018). Exploring the impact of increased opportunities to respond on the behavior of middle school students with emotional and behavior disorders. Doctoral dissertation, University of California Los Angeles.

  • Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K. (2017). The relative contribution of subjective office referrals to racial disproportionality in school discipline. School Psychology Quarterly, 32(3), 392–404. https://doi.org/10.1037/spq0000178.

    Article  PubMed  Google Scholar 

  • Graves, S. L., & Aston, C. (2018). A mixed-methods study of a social emotional curriculum for black male success: A school-based pilot study of the brothers of Ujima. Psychology in the Schools, 55(1), 76–84. https://doi.org/10.1002/pits.22088.

    Article  Google Scholar 

  • Graves, S. L., Jr., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly, 32(1), 62–74. https://doi.org/10.1037/spq0000145.

    Article  PubMed  Google Scholar 

  • Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. Review of Research in Education, 41(1), 253–278. https://doi.org/10.3102/0091732X17690499.

    Article  Google Scholar 

  • Hubbard, J. H. (2015).Classroom management practices for male African American students with behavioral disorders. Doctoral dissertation, Walden University.

  • Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (2004). 20 U.S.C. §612.

  • Kleinman, K. E., & Saigh, P. A. (2011). The effects of the good behavior game on the conduct of regular education New York City high school students. Behavior Modification, 35(1), 95–105. https://doi.org/10.1177/0145445510392213.

    Article  PubMed  Google Scholar 

  • Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138–156. https://doi.org/10.1037/spq0000030.

    Article  PubMed  Google Scholar 

  • Lambert, A. M., Tingstrom, D. H., Sterling, H. E., Dufrene, B. A., & Lynne, S. (2015). Effects of tootling on classwide disruptive and appropriate behavior of upper-elementary students. Behavior Modification, 39(3), 413–430. https://doi.org/10.1177/0145445514566506.

    Article  PubMed  Google Scholar 

  • Long, A. C. J., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology, 34(1), 1–13. https://doi.org/10.1037/spq0000305.

    Article  Google Scholar 

  • *Lopach, L. C. (2016). The Electronic daily school note: A study examining an evidence-based school intervention package for improving on-task behavior, academics, and home-school collaboration. Doctoral dissertation, University of Utah.

  • Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. (2012). A systematic evidence review of school-based group contingency interventions for students with challenging behavior. Journal of School Psychology, 50(5), 625–654. https://doi.org/10.1016/j.jsp.2012.06.001.

    Article  PubMed  Google Scholar 

  • Maggin, D. M., Pustejovsky, J. E., & Johnson, A. H. (2017). A meta-analysis of school-based group contingency interventions for students with challenging behavior: An update. Remedial and Special Education, 38(6), 353–370. https://doi.org/10.1177/0741932517716900.

    Article  Google Scholar 

  • Marchbanks, M. P. T., III., Peguero, A. A., Varela, K. S., Blake, J. J., & Eason, J. M. (2018). School strictness and disproportionate minority contact: Investigating racial and ethnic disparities with the “school-to-prison pipeline.” Youth Violence and Juvenile Justice, 16(2), 241–259. https://doi.org/10.1177/1541204016680403.

    Article  Google Scholar 

  • Martinez, S., Kern, L., Hershfeldt, P., George, H. P., White, A., Flannery, B., Freeman, J. (2019). High school PBIS implementation: Student voice. Office of special education technical assistance center on positive behavior interventions and support, University of Oregon. Retrieved from www.pbis.org.

  • *Mitchell, R. R. (2014). Evaluating the effectiveness of the good behavior game with general education high school students utilizing a changing criterion component. Doctoral dissertation, University of Southern Mississippi.

  • *Mohn, T. (2019). Effects of check-In check-out intervention for an African American child with attention deficit hyperactivity disorder. Doctoral dissertation, The Chicago School of Professional Psychology.

  • Morris, E. W., & Perry, B. L. (2016). The punishment gap: School suspension and racial disparities in achievement. Social Problems, 63(1), 68–86. https://doi.org/10.1093/socpro/spv026.

    Article  Google Scholar 

  • Mowen, T., & Brent, J. (2016). School discipline as a turning point: The cumulative effect of suspension on arrest. Journal of Research in Crime and Delinquency, 53(5), 628–653. https://doi.org/10.1177/0022427816643135.

    Article  Google Scholar 

  • Nolan, J. D., Houlihan, D., Wanzek, M., & Jenson, W. R. (2014). The good behavior game: A classroom-behavior intervention effective across cultures. School Psychology International, 35(2), 191–205. https://doi.org/10.1177/0143034312471473.

    Article  Google Scholar 

  • Ortiz, J., Bray, M. A., Bilias-Lolis, E., & Kehle, T. J. (2017). The good behavior game for latino english language learners in a small-group setting. International Journal of School & Educational Psychology, 5(1), 26–38. https://doi.org/10.1080/21683603.2016.1169961.

    Article  Google Scholar 

  • Rausch, M. K., & Skiba, R. J. (2006). Exclusion is not the only alternative: The children left behind project. In A. Reyes (Ed.), Discipline, achievement, and race: Is zero tolerance the answer? (pp. 105–126). Rowman & Littlefield Publishing Group.

  • *Robinson-Ervin, P. D. (2012). The effects of culturally responsive computer-based social skills instruction on the social skill acquisition and generalization of urban 6th-grade students with emotional and behavioral disorders. [Doctoral dissertation, The Ohio State University].

  • Ryan, A., Graves, S., Jr., Sobalvarro, A., Nichols, K., Schutte, K., Aston, C., & Griffin, A. (2016). An evaluation of strong kids in an urban African American female sample: The need for gender-specific and culturally focused interventions. School Psychology Forum, 10(2), 157–164.

    Google Scholar 

  • Sanetti, L. M. H., Dobey, L. M., & Gritter, K. L. (2012). Treatment integrity of interventions with children in the journal of positive behavior interventions from 1999 to 2009. Journal of Positive Behavior Interventions, 14(1), 29–46. https://doi.org/10.1177/1098300711405853.

    Article  Google Scholar 

  • Sanetti, L. M. H., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), 445–459. https://doi.org/10.1037/14275-001.

    Article  Google Scholar 

  • Sansosti, F. J., Noltemeyer, A., & Goss, S. (2010). Principals’ perceptions of the importance and availability of response to intervention practices within high school settings. School Psychology Review, 39(2), 286–295. https://doi.org/10.1080/02796015.2010.12087779.

    Article  Google Scholar 

  • Simonsen, B., Myers, D., & Briere, D. E., III. (2011). Comparing a behavioral check-in/check-out (CICO) intervention to standard practice in an urban middle school setting using an experimental group design. Journal of Positive Behavior Interventions, 13(1), 31–48. https://doi.org/10.1177/1098300709359026.

    Article  Google Scholar 

  • Scott, M. D. R. (2010). Teacher practices while interacting with preschoolers in inclusive settings. Doctoral dissertation, University of North Carolina.

  • Skerbetz, M. D., & Kostewicz, D. E. (2013). Academic choice for included students with emotional and behavioral disorders. Preventing School Failure, 57(4), 212–222. https://doi.org/10.1080/1045988X.2012.701252.

    Article  Google Scholar 

  • Skiba, R. J., Chung, C. G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640–670. https://doi.org/10.3102/0002831214541670.

    Article  Google Scholar 

  • Skiba, R. J., Horner, R. H., Chung, C., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. https://doi.org/10.1080/02796015.2011.12087730.

    Article  Google Scholar 

  • Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(3), 317–342. https://doi.org/10.1023/A:1021320817372.

    Article  Google Scholar 

  • *Speight, D. R. (2018). Impact of the implementation of class-wide function-related intervention teams on adolescent student behavior. Doctoral dissertation, University of Arkansas.

  • *Stoll-Juredine, N. (2015). Goodwill Girls: Examining the effectiveness of a relational aggression intervention with predominantly African American females. Doctoral dissertation. The Ohio State University.

  • Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197–208. https://doi.org/10.1177/1098300711426334.

    Article  Google Scholar 

  • Tanol, G., Johnson, L., McComas, J., & Cote, E. (2010). Responding to rule violations or rule following: A comparison of two versions of the good behavior game with kindergarten students. Journal of School Psychology, 48(5), 337–355. https://doi.org/10.1016/j.jsp.2010.06.001.

    Article  PubMed  Google Scholar 

  • Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). The good behavior game: 1969–2002. Behavior Modification, 30(2), 225–253. https://doi.org/10.1177/0145445503261165.

    Article  PubMed  Google Scholar 

  • Usera, J. J. (2017). The efficacy of an American Indian culturally-based risk prevention program for upper elementary school youth residing on the northern plains reservations. The Journal of Primary Prevention, 38(1–2), 175–194. https://doi.org/10.1007/s10935-016-0462-3.

    Article  PubMed  Google Scholar 

  • Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582.

    Article  Google Scholar 

  • Whitcomb, S. A., & Merrell, K. W. (2012). Understanding implementation and effectiveness of strong start K-2 on social-emotional behavior. Early Childhood Education Journal, 40(1), 63–71. https://doi.org/10.1007/s10643-011-0490-9.

    Article  Google Scholar 

  • *Willenbrink, J. B. (2018). Effects of a mindfulness-based program on children’s social skills, problem behavior, and emotion regulation. Doctoral dissertation, University of Wisconsin-Milwaukee.

  • Wolf, K. C., & Kupchik, A. (2017). School suspensions and adverse experiences in adulthood. Justice Quarterly, 34(3), 407–430. https://doi.org/10.1080/07418825.2016.1168475.

    Article  Google Scholar 

Download references

Funding

The U.S. Department of Education’s Institute of Education Sciences supported this research through Grant No R324B170010 to the University of Massachusetts Boston. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Author information

Authors and Affiliations

  1. Department of Counseling and School Psychology, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA, 02125, USA

    Lindsay M. Fallon, Sadie C. Cathcart, Talia S. Berkman & Patrick Robinson-Link

  2. Ohio University, Athens, GA, USA

    Emily R. DeFouw

  3. University of Utah, Salt Lake City, UT, USA

    Breda V. O’Keeffe

  4. University of Connecticut, Storrs, CN, USA

    George Sugai

Authors
  1. Lindsay M. Fallon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Emily R. DeFouw
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sadie C. Cathcart
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Talia S. Berkman
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Breda V. O’Keeffe
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. George Sugai
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lindsay M. Fallon.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Fallon, L.M., DeFouw, E.R., Cathcart, S.C. et al. School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research. J Behav Educ 31, 123–156 (2022). https://doi.org/10.1007/s10864-021-09436-3

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-021-09436-3

Keywords

Search

Navigation