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Author ORCID Identifier

https://orcid.org/0009-0001-4301-3018

Date Available

6-14-2026

Year of Publication

2026

Document Type

Capstone

Degree Name

Doctor of Social Work (DSW)

College

Social Work

Department/School/Program

Social Work

Faculty

Laura Escobar-Ratliff

Faculty

Laura Escobar-Ratliff

Faculty

Laura Escobar-Ratliff

Abstract

Disproportionate and exclusionary school discipline practices continue to affect African American boys as early as elementary school, with significant implications for their mental health, academic engagement, and long-term educational trajectories. This capstone project examines how racially biased discipline contributes to disparities in belonging, emotional well-being, and student-teacher relationships, and advances the need to reframe discipline as a site of mental health intervention rather than punishment.

The systematic literature review synthesizes peer-reviewed research to examine the relationship between exclusionary discipline and mental health outcomes among African American boys in elementary settings, with particular attention to patterns emerging in early educational environments. Findings indicate that early exposure to punitive discipline is associated with increased emotional distress, behavioral dysregulation, negative school perceptions, and a diminished sense of belonging. Teacher perceptions, implicit bias, and subjective interpretations of behavior emerged as central mechanisms driving disproportionality and reinforcing inequitable disciplinary patterns.

Building on these findings, the conceptual paper applies BlackCrit and integrates a Healing-Centered Equity Framework to examine how anti-Blackness and structural inequities shape disciplinary practices and student experiences. This framework positions belonging, perceived fairness, and relational trust as central mechanisms influencing both behavioral and mental health outcomes and calls for approaches that move beyond deficit-based interpretations of student behavior toward strengths-based, culturally responsive practices.

The practice application paper introduces Restorative Discipline as a Mental Health Intervention, a school-based, equity-centered model that integrates restorative practices within a multi-tiered system of support. This approach emphasizes relationship-building, emotional regulation, and structured reintegration to address both behavioral and psychological needs while promoting accountability and community restoration. Collectively, this project advances a comprehensive framework that positions discipline reform as a critical component of school-based mental health practice and underscores the critical role of social workers in leading systemic, equity-focused change that promotes belonging, psychological well-being, and more just, supportive, and affirming educational environments.

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