Examining the Differential Relationships Between School Climate and Students’ Disciplinary Outcomes: Evidence from New York City

Improving school climate has emerged as a strategy to reduce discipline disparities. This study uses the case of New York City to examine the differential relationships between school climate and students’ likelihood of receiving office discipline referrals (ODRs) or suspensions. The results illustrate that the association between school climate and school discipline varies significantly by student characteristics. Black, Latinx, male, low-income, special education status and students in temporary housing have a smaller associated decrease in likelihood of receiving ODRs and suspensions in more positive school climates relative to other students, although this depends on whether disparities metrics are absolute or relative. School racial composition, school achievement, and the diversity of teachers and school leaders moderate the association between school climate and disciplinary outcomes for Black and Latinx students. Policymakers should consider concurrent investments in school climate and the diversity of school personnel that influences who benefits most from school climate.