Disproportionality in School Discipline and Juvenile Justice Systems: The Past and Future Role of Psychological Consultation to Promote Equity

ABSTRACT

Psychological consultation has potential to promote equity with regard to disproportionality in school discipline and juvenile justice systems. A summary of applicable models and examples of psychological consultation from the past 30 years highlights several resources. One key limitation of the current literature is the lack of outcomes and data-based resources to inform decision-makers. Disproportionate numbers of students of color in punitive and exclusionary settings have been documented for decades, and many authors have documented the inequity. The current literature clearly shows how psychological consultation as a field has a strong foundation and still needs more scholars and practitioners to contribute to the literature about effects and impact of specific programs, policies, and innovations to reduce disproportionality. Suggestions and key recommendations with promise to move the field in the direction of equity are included.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Janay B. Sander

Janay B. Sander is current Director of the PhD Program in School Psychology at Ball State University. Her research focuses on interventions to address mental health and educational needs, including racial disparities in juvenile justice and school settings.

Deidra L. Bibbs

Deidra Bibbs is a doctoral student in the School Psychology program at Ball State University. Having both professional and volunteer experience in advocacy and mentorship, Deidra aims to center her research on the intersection of race and gender in the school to prison pipeline.