BEYOND PUNISHMENT: RACIAL DISPARITIES, MENTAL HEALTH, AND THE CASE FOR RESTORATIVE SCHOOL DISCIPLINE

This study explores the intersection of school discipline, racial disparities, and mental<br />health, with a particular focus on Black male students. Black male students face<br />disproportionately harsh disciplinary measures, contributing to the school-to-prison pipeline<br />(STPP). Further, Black male students are not assessed for mental health challenges such as<br />anxiety and depression, which further contributes to the STPP. Using the Phenomenological<br />Variant of Ecological Systems Theory (PVEST) as a framework, this study examines how school<br />counselors and administrators perceive and implement disciplinary practices and whether mental<br />health is considered in their decision-making. This is a secondary data analysis of previously<br />collected qualitative data from three focus groups with school counselors and administrators,<br />three key themes emerged: (1) The Complexities of Restorative Practices, (2) Racial Bias and<br />Disproportionate Discipline, and (3) Socioeconomic Barriers and Resource Gaps. Notably, no<br />themes emerged regarding whether and how mental health is considered in disciplinary practices,<br />revealing a critical gap in how schools address student mental health needs in relation to<br />discipline. Findings highlight the need for structured restorative justice programs, increased<br />mental health resources, and equity-focused reforms to ensure disciplinary practices support,<br />rather than harm, Black male students' well-being.