There is increasing concern about rising discipline citations in K–12 schooling and a lack of means to reduce them. Predominant theories characterize this problem as the result of punitive discipline policies (e.g., zero-tolerance policies), teachers’ lack of interpersonal skills, or students’ lack of self-control or social–emotional skills.
By contrast, the present research examined teachers’ mindsets about discipline. A brief intervention aimed at encouraging an empathic mindset about discipline halved student suspension rates over an academic year.
This intervention, an online exercise, can be delivered at near-zero marginal cost to large samples of teachers and students. These findings could mark a paradigm shift in society’s understanding of the origins of and remedies for discipline problems.