Date of Conferral

5-15-2025

Date of Award

May 2025

Degree

Doctor of Human Services (D.H.S.)

School

Human Services

Advisor

. Kelly Chermack

Abstract

Compared to other students, students with emotional and behavioral disorders receive more disciplinary consequences from within the public school system, which often means that students with emotional and behavioral disorders do not receive the same education. The purpose of this qualitative generic design study was to explore the perceptions and experiences of administrators and teachers in the public school system regarding using alternative discipline for African American students diagnosed with behavioral and emotional disabilities or disorders. The disability critical race framework was used as a framework for this study. Responses were generated through in-depth, semi-structured interviews of 10 participants. Thematic analysis was used to examine the participants’ interview responses. (a) structure influences the use of alternative discipline on students with a disability; (b) proper professional training services for understanding alternative discipline for students with disability; (c) decisions in discipline influence the; (d) skills set in decision-making may affect decision in disciplining students with a disability; (e) lack of consistency in working together; (f) lack of knowledge in conflict; and (g) lack knowledge on how to be problem solvers for students with a disability. The results of this study show the importance of alternative discipline used among students with disabilities and of color to ensure that their needs are met. This study can lead to positive social change by helping society work toward equality. Becoming more literate will help teachers and administrators know how to deal with the various behaviors and offer the students and families the necessary resources to help them grow and succeed in school.

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