Date of Award
10-22-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Brian Boothe
Second Reader
Theresa Starkman
Keywords
academic achievement, classroom management, positive behavior interventions and supports (PBIS), exclusionary discipline
Abstract
This literature review examined the relationship between classroom management, positive behavioral interventions and supports (PBIS), and the use of exclusionary discipline practices. Fifteen qualitative, quantitative, and mixed methods studies were analyzed to examine the detrimental effects of exclusionary discipline on students and to identify how educators can utilize classroom management and PBIS to increase student engagement and appropriate behavior. While most of the studies focused on students in kindergarten through twelfth grade in the United States, some international studies were included. Reviewed research analyzed academic achievement data, student discipline data, teacher perception, and student interviews. The research emphasized the importance of positive and proactive behavior management systems versus punitive systems. Overall, the literature suggests that effective classroom management and schoolwide PBIS framework can reduce reliance on exclusionary discipline. Future research is needed to examine the long-term effects of PBIS when implemented with fidelity, student voice in school discipline, and strategies to reduce disproportionality in exclusionary discipline.
Keywords: academic achievement, classroom management, positive behavior interventions and support (PBIS), exclusionary discipline