The disproportionately high suspension rates for students of color compared to their white peers is a critical issue that needs addressing. Research shows that white teachers are more likely to perceive the behavior of Black and Latino students as disruptive or threatening, leading to disciplinary actions such as suspensions.
These behaviors, often interpreted differently when exhibited by white students, reflect implicit biases in school discipline. Thus, Black, Latino and Indigenous students are more likely to be identified for special education programs than their white peers, even when controlling for similar socioeconomic and behavioral factors. Misinterpretations of cultural differences or responses to environmental stressors often lead to students of color being misidentified with emotional disturbances or behavioral disorders. This cycle of repeated disciplinary actions followed by special education referrals compounds the inequities they face. These actions can significantly limit students' academic opportunities and further marginalize them both inside and outside of the school environment.
In particular, Black students are significantly overrepresented in categories such as emotional disturbances and intellectual disabilities. According to the U.S. Department of Education's Office for Civil Rights, Black students make up 15 percent of the public school population but account for 27 percent of students classified with emotional disturbances and 19 percent of those with intellectual disabilities. Similarly, Latino and Indigenous students face higher referral rates to special education, though under-identification in categories like autism suggests that cultural and linguistic barriers may affect the diagnosis process.
Teachers of color are more likely to adopt culturally responsive teaching practices, build strong interpersonal relationships with students and their families, and have higher expectations for students of color. The practices of these teachers contribute to improved behavioral and academic outcomes, particularly by reducing misinterpretations of student behavior and subsequent disciplinary issues.
However, teachers of color have a higher turnover rate compared to their white counterparts, with Black and Native American teachers being particularly affected. Notably, however, teachers of color tend to stay longer in their positions when they have a principal or school leader of color. Principals of color play a critical role in creating supportive and culturally responsive environments that foster retention for teachers of color. When teachers see themselves represented in leadership, it strengthens their sense of belonging and professional community, which is essential for long-term retention​.
Systemic issues such as insufficient cultural competence training for educators, language barriers, and a lack of access to early intervention services perpetuate these disparities. Many students of color are placed in special education unnecessarily, which can limit their academic progress and stigmatize them. To address these disparities, it is essential to improve cultural competence training (particularly for white educators), diversify the teaching workforce, and adopt better assessment practices that account for cultural and linguistic differences.
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The Role of Principals of Color in Reducing Disciplinary Disparities
Principals of color play a pivotal role in creating supportive, culturally responsive environments that foster equitable outcomes for students of color. Teachers of color, who are better equipped to interpret student behavior within cultural contexts, often build stronger relationships with students and their families, reducing the misinterpretation of behaviors and subsequent disciplinary actions. When school leaders of color create inclusive environments, they help retain teachers of color, further contributing to improved academic and behavioral outcomes for students.
However, teachers and principals of color face high turnover rates due to job dissatisfaction, burnout, and systemic challenges. Research shows that teachers of color tend to remain in their positions longer when they have principals of color who understand their unique experiences and challenges. This representation in leadership fosters a sense of belonging and strengthens professional communities, making it critical for districts to recruit and retain diverse school leaders. According to the Learning Policy Institute, teachers of color thrive in schools where leadership is culturally aware and supportive, mitigating feelings of racial isolation and improving job satisfaction.
Retaining School Leaders of Color is Crucial for Equity
Retaining principals of color is not only important for reducing disciplinary disparities but also for fostering inclusive environments that support both students and teachers. School leaders of color are more likely to implement restorative justice practices that focus on reconciliation and positive relationships rather than punitive measures. These practices help reduce the disproportionate suspension rates faced by students of color and create more equitable school environments.
Yet, principals of color are leaving the profession at high rates due to systemic challenges, including political pressures and the stress of managing under-resourced schools. According to the National Education Association (NEA), 62 percent of Black educators and 59 percent of Hispanic/Latino educators are considering leaving the profession due to burnout and lack of support. This high turnover disrupts progress toward equity, as the loss of culturally responsive leaders diminishes the support systems necessary for both teachers and students of color.
The Learning Policy Institute has identified several strategies to support and retain principals of color, including high-quality professional learning opportunities, strong administrative teams, competitive salaries, and appropriate decision-making authority within the school context. Supporting principals of color is vital to creating the stable, inclusive leadership needed to reduce disciplinary disparities and ensure academic success for all students.
Conclusion: Urgent Action is Needed
The loss of school leaders of color has serious implications for both academic outcomes and student well-being, particularly in schools serving low-income communities and students of color. To combat this, it is essential that districts invest in professional development focused on improving cultural competencies, reduce administrative burdens, provide mental health resources, and organize high-quality mentoring for school leaders. By doing so, schools can retain the leadership necessary to address educational inequities and drive student success.
References:
Learning Policy Institute. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Retrieved from https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report
George Lucas Educational Foundation. (2020). Why Teachers of Color Matter for Students of Color to Succeed. Retrieved from https://www.edutopia.org/article/why-teachers-color-matter-students-color-succeed
George Lucas Educational Foundation. (2020, September 14). Empowering educators through cultural competence. Edutopia. https://www.edutopia.org/article/empowering-educators-through-cultural-competence
Levin, S., Bradley, K., & Scott, C. (2019). Principal turnover: Insights from current principals. Palo Alto, CA / Reston, VA: Learning Policy Institute, National Association of Secondary School Principals.
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