Culturally-Responsive Disciplinary Strategies After Returning to the In-Person Learning Environment in the Era of the COVID-19 Pandemic

Abstract

In this chapter, the researcher provides in-depth discussions regarding the commonly used disciplinary strategies in schools before the COVID-19 pandemic, and the implementation of social-emotional learning initiatives after returning to in-person learning that is intentionally selected to address the increasing exposure of home violence, abuse, homelessness, and isolation among students during the pandemic in a predominately Latina/o population community located in a Texas borderland area. This research uses critical race theory and culturally responsive school leaders as a theoretical framework to analyze leadership strategies to address students' behavioral issues due to trauma and prevent exposure to the school-to-prison pipeline. With the elementary and secondary school emergency relief (ESSER) fund and the education disruption due to the pandemic, a paradigm shift pushes school leaders to adapt culturally responsive disciplinary strategies when addressing students' behavioral issues. Policy implications of the findings are discussed.