Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Last, student participants (n = 23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention.

中文翻译：

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使用学生和教师指导改进普遍干预措施以减少排他性纪律实践

排他性的纪律做法对个别学生、学校和整个社会都有直接的负面影响。为了提高公平性和文化响应能力，有必要积极努力评估有效战略的背景适应性。以下研究描述了包容性技能培养学习方法 (ISLA)，这是一种旨在支持学校工作人员实施预防策略的干预措施，并概述了对教育工作者和办公室工作人员的教学反应。此外，在 ISLA 的开发过程中使用了一种通知变更的迭代方法。本文旨在使用多种方法捕捉和整合学生和教职员工的声音，以寻求反馈，以改进 ISLA 干预在中学中的质量、可行性和背景契合度。共有 53 名学校工作人员就 ISLA 干预提供了反馈。此外，设计团队成员（n  = 26) 参加了半结构化的面试会议，以告知 ISLA 的变化。最后，学生参与者 ( n  = 23) 参与了通过独立的共同编码策略转录和编码的焦点小组。研究结果为使用排他性纪律替代方案的基于学校的预防性干预措施以及改进 ISLA 干预措施的策略提供了支持。