NATIONAL CLEARINGHOUSE ON SUPPORTIVE

SCHOOL DISCIPLINE CONDITIONS FOR LEARNING

SCHOOL AUDIT TOOL TO ADDRESS DISCIPLINE
DISPARITIES
ABOUT THIS TOOL
With initial funding from the Atlantic Philanthropies and subsequent funding from
Open Society Foundations, the National Clearinghouse on Supportive School
Discipline (NCSSD) Conditions for Learning School Audit tool offers district, school,
parent and community group leaders an easy-to-use checklist to determine where
their educational setting sits along a continuum of conditions for learningfrom a
highly negative and punitive school climate to a highly positive and supportive
learning environmentbased on objective, observable, and research-based criteria.
This resource builds off of the Safe, Supportive and Successful Schools Step by Step
guide developed by American Institutes for Research with support from the U.S.
Department of Health and Human Services (HHS) Substance Abuse and Mental
Health Services Administration (SAMHSA). It also translates the work of two Atlantic
Philanthropies granteesthe Discipline Disparities Research to Practice
Collaborative and the Council of State Governments Justice Centerinto this
actionable, practitioner-friendly resource.

WHAT ARE

THE

CONDITIONS

FOR

LEARNING?

Research has shown that powerful social and emotional factorsfactors

that ensure that students feel safe and supported in schoolinfluence
students' abilities to attend to learning.
These factors, referred to here as conditions for learning (CFL), also influence
teachers abilities to connect with, challenge, and support their students. The four
conditions are as follows:
1. Physical and Emotional Safety. Learners must be, and feel, safe. Safety
involves emotional as well as physical safetyfor example, being safe from
sarcasm and ridicule.

Conditions for Learning School Audit Tool

2. Connectedness and Support. Learners must feel connected to and

supported by teachers, must have access to appropriate support, and must
be aware of and know how to access the support.
3. Social and Emotional Wellness. Learning and development are enhanced
when students are in environments where their peers and the adults around
them can understand and manage their emotions and relationships.
4. Engagement and Challenge. Learners need to be actively engaged in
learning endeavors that are relevant to them, stretch them, and that enable
them to develop the skills needed to reach their academic and life goals.
These conditions are mutually supportive. For example, psychological safety
includes having caring school, family, and community connections. By providing
students with support that addresses their social and emotional needs and helps
them develop social and emotional skills, and by building strong social and
emotional conditions for learning, school staff can reduce challenging behavior and
help improve learning.

WHY CONDUCT
DISCIPLINE?

CONDITIONS

FOR

LEARNING AUDIT

TO

ADDRESS

Addressing conditions for learning can reduce discipline problems, making

schools safer and more effective.
Conditions for learning are those aspects of school climate that most directly affect
learning and development including the conditions for supporting positive student
behavior. Students who feel safe are less likely to do things to protect their
emotional or physical self through actions that violate codes of conduct. Students
who feel connected with and supported by peers and staff are more likely to
respond positively to school rules and requests made by school staff. Students who
have good peer and adult models of social and emotional skill are more likely to
develop and exhibit similar skills. In addition, engaged learners are less likely to be
involved in off-task behavior.
These relationships were recognized in Guiding Principles: A Resource Guide for
Improving School Climate and Discipline released by the U.S. Department of
Education in 2014. In the document, the secretary of education stressed the
importance of examining school discipline in light of three guiding principles that
reflect emerging research, consultation with school climate and school discipline
experts, and the characteristics of high-achieving and safe schools:
1. Climate and prevention
2. Clear, appropriate, and consistent expectations and consequences
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Conditions for Learning School Audit Tool

3. Equity and continuous improvement

The first principle urges schools to take deliberate steps to create positive school
climates that can help prevent and change inappropriate behaviors. These
relationships were also recognized in the Council on State Governments Justice
Centers School Discipline Consensus Report: Strategies from the Field to Keep
Students Engaged in School and Out of the Juvenile Justice System. This report
devoted an entire chapter to conditions for learning. Schools that assess and
improve their conditions for learning have reduced both discipline referrals and
suspensions. Incorporating prevention, early and intensive best-practice
interventions can differentiate support for students in a manner that reduces
discipline problems in the classroom and the larger school setting.

HOW CAN A CONDITIONS

DISPARITIES?

FOR

LEARNING AUDIT HELP REDUCE DISCIPLINE

Schools that employ the right strategies can build and sustain CFL. These strategies
can enable children to feel a part of the school and to be exposed to academic and
nonacademic practices that increase their skills in attention, persistence, coping
with frustration, problem solving, and cooperation. CFL-building interventions such
as such as social and emotional learning and the use of positive behavioral supports
have been shown to increase instructional time. Attending to student safety and
connectedness can contribute to a schoolwide foundation that can reduce problems
while helping school staff best identify students who are at risk and who require
targeted support to master academic and behavioral skills. Identifying students
early and addressing those who struggle with appropriate, emotional, behavioral,
and academic mastery can reduce discipline referrals and give teachers and others
the tools to help such students master desired skills. Implementation of the CFLbuilding strategies can reduce discipline disparities through the use of best practice
interventions and objective evaluation of student behavior problems. The audit
helps schools examine what CFL-building practices are in place and what practices
should be implemented, supported, and improved.

HOW

TO

USE THIS TOOL

This tool is organized into five domains:

Physical and emotional safety

Connectedness and support

Social and emotional learning

Engagement and challenge

A comprehensive data plan for a safe, supportive and effective school

addressing fair discipline practices
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Conditions for Learning School Audit Tool

The items listed under each domain represent a well-functioning school setting, one
in which the conditions for learning are healthy, positive, and productive. Select
each of the items that apply to your school. Prior to selecting an item, consider
whether you have evidence or documentation to support your self-assessment of
the domains in which you believe your school is performing well. Items that do not
apply to your school suggest areas of improvement.

DOMAIN 1: PHYSICAL
Students, teachers,
psychologically safe.

AND

EMOTIONAL SAFETYI

staff,

and

families

need

to

be

physically

and

We conduct an annual review of the school facilities for safety (e.g., access to

the building, unmonitored areas, blind-spots where students could be

threatened, bullied or injured).
We conduct a review of routes to and from school (including walking, school

bus, public transportation) to ensure physical and psychological safety.

All students and staff participate in mandatory and explicit training on school

policies and the code of conduct.

We review school facilities to ensure a welcoming environment for students

and family.
We celebrate our schools physical and psychological safety, sharing

highlights with students, staff, families, and community.

We seek and encourage feedback from all stakeholders regarding physical,

psychological safety and caring connections.

We conduct an annual risk assessment to identify potentially dangerous

internal and external threats to the school community such as chronically

violent students, staff facing personal challenges, or heightened
neighborhood gang violence.
We have a core crisis intervention or emergency preparedness team in place

that meets regularly to establish, review, and monitor school safety policies
and procedures.
We have crisis intervention or emergency preparedness procedures in place:
The procedures are based on a review of current district, state, and

federal procedures and crisis intervention manuals.

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Conditions for Learning School Audit Tool

We have a schoolwide system in place for managing and fostering positive

student behaviorii, school policies, and a code of conduct (or rules of

behavior):
Are drafted using positive language
Are documented in writing
Are displayed prominently in common areas
Are accessible to all students and families in hardcopy
Are accessible to all students electronically
Are solution oriented, including mechanisms for mediation, resolution,

and counseling
We have bullying prevention programs in place that include addressing cyber-

bullying
We have policies and practices in place to prevent harassment and ensure

that all students are treated with respect

If there are gangs in our community, we have programs in place to address

gang activities, including gang abatement programs

DOMAIN 2: CONNECTEDNESS

AND

SUPPORT

Students need to feel connected to teachers and the learning setting,

must have access to appropriate support, and must be aware of and know
how to access the support.
We have policies and practices in place to ensure that every student feels

welcome and is connected to a caring adult with whom the student can
identify and readily access for support. This includes the following: iii
Students are greeted upon entering school and classroom.
Teachers and other staff are provided training and coaching in serving

as advisors to students.
We provide training, time, and support for staff advisories to occur.
We provide time and training for the adoption of class meetings.
We provide opportunities to support and encourage all students to

participate in extracurricular activities, including targeted supports for

students at risk and those with disabilities.
We have policies and practices that encourage positive, periodic

outreach to families from teachers and others (e.g., advisors, counselors,

administrators).
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Conditions for Learning School Audit Tool

We acknowledge staff-driven strategies to address caring and

connectedness.
We have a systematic method in place to investigate the causes of the

conflict between staff and students, families, and each other.

We have initiatives in place such as mediation between students

involved in conflict to facilitate a resolution.

We employ restorative practices to build community and address

problematic behavior.
We have supportive reintegration of any students removed from the

classroom or school after the conflict or out-of-school suspension.

We have mechanisms in place to identify and provide nonstigmatizing

support to students who are at risk of academic failure or disciplinary action:

As an outcome of screening for mental health or special education

needs
With an early warning system or some other data collection activity
We use tiered approaches to address the following: iv
Student mental health needs
Student social and emotional learning needs
Student academic needs
Specific student needs that can cause chronic absence, alienation,

isolation, rejection, low affinity, and warning signs of violence to self or

others
Formal strategies are in place including the following:
Universal strategies and interventions to foster positive behaviors,

academic success, caring and connectedness schoolwide.

The strategies and interventions are culturally competent.
The strategies and interventions are trauma sensitive.
Early interventions are in place for students whose circumstances,

academic, behavioral, or social-emotional needs place them at risk of

school failure or disciplinary action and build upon protective factors for
students at risk for severe academic or behavioral concerns.
The early interventions are developmentally appropriate.
The early interventions are culturally competent.
The early interventions are trauma sensitive.

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Conditions for Learning School Audit Tool

Intensive interventions and treatments are in place for students who

are determined to be at the highest level of risk or need (e.g., targeted or

personalized coordinated, comprehensive, and sustained services and
supports for the student and to the extent feasible, the family).
The intensive interventions and treatments are developmentally

appropriate.
The intensive interventions and treatments are culturally

competent.
The intensive interventions and treatments are trauma sensitive.
The intensive interventions and treatments are youth and family

driven.

DOMAIN 3: SOCIAL

AND

EMOTIONAL LEARNING

Students and adults need help developing social and emotional learning
skills to manage their emotions and relationships positively and surround
themselves with peers who also engage in socially responsible behavior.
We have a schoolwide strategy for teaching and supporting the mastery of

social-emotional learning skills.

Teachers are trained and supported in supporting social-emotional learning

through instructing social-emotional learning using a school or system

selected best practice, age appropriate curriculum.
Teachers and adults have opportunities to develop their social and emotional

skills.
Social-emotional learning curricula and pedagogy are aligned with academic

instruction and activities.

Staff, families, and community partners are made aware of the social-

emotional learning instruction and mastery goals.

Social-emotional learning skills are used to address behavioral skill deficits

and behavior problems as well as school rules and discipline procedures.

Social-emotional learning skills are leveraged to promote academic

engagement and success.

Social-emotional learning skills are supported as well as enhanced by

restorative practices and anti-bullying or harassment efforts.

We implement evidence-based strategies and programming to help students

and adults develop or enhance the following skills: v

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Conditions for Learning School Audit Tool

Self-awareness (recognizing ones emotions and values as well as ones

strengths)
Anger management
Conflict management
Social awareness (showing understanding and empathy for others and

understanding implicit bias)

Relationship skills (forming positive relationships, working in teams,

and dealing effectively with conflict)

Responsible decision making (making ethical, constructive choices

about personal and social behavior)

Stress reduction
Problem solving
Addressing frustration and positive coping strategies

DOMAIN 4: ENGAGEMENT

AND

CHALLENGEVI

Students need to be actively engaged in learning endeavors that are

relevant to them and that enable them to develop the skills and capacities
to reach positive life goals.
Subdomain 4.1: Student Engagement in High Academic Content
The curriculum and instruction in all core academic areas focuses on

complex, authentic, real-world problem-solving tasks.

The curriculum and instruction in all core academic areas provides

opportunities for students to engage in team-based approaches (e.g.,

cooperative learning, peer tutoring, team problem-solving activities).
The curriculum and instruction support the development of metacognitive

skill (the ability to self-assess learning strengths and weaknesses).

The curriculum and instruction reflects cultural and linguistic competence.
Students have the opportunity to participate in experiential, project-based, or

service learning projects.

The curriculum and instruction provides opportunities for students to apply

learning to their personal interests (e.g., select the topic of a research paper).
Students have access to an enriching learning environment that includes the

following:
Adequate learning space

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Conditions for Learning School Audit Tool

Adequate instructional equipment (e.g., functioning white boards and

computers)
Sufficient print and nonprint instructional materials (e.g., textbooks)
Library services
Educational technology

Subdomain 4.2: Academic Challengevii

All students receive the support necessary to master challenging material

and meet high standards.

Students are offered explicit instruction in study skills.
Students receive challenging academic instruction and differentiated support

from proficient teachers.

Students have the access and opportunity to take college preparatory

coursework.
We have clearly stated goals for academic achievement.
We have academic goals that are linked with systemwide and community

academic expectations.
We have a means for ensuring that students know what the academic

expectations are.
Instructional staff members are provided ongoing training and resources that

are aligned with academic expectations.

Academic goals are coordinated across grade levels and subject areas.
The learning environment is differentiated so that ALL students have the

opportunity to meet academic expectations.

We systematically assess and monitor student progress on these academic

goals.
Academic supports and interventions are accessible to students who are

struggling to meet expectations.

Instructional staffs understanding and support of these expectations are

reflected in the following:

Lessons plans
Student assignments
Formative assessments
Samples of student work

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Conditions for Learning School Audit Tool

Subdomain 4.3: Engaging Families

We have a written plan for engaging parents and families to support the

education and development of their children that includes the following:

Recognizes that all families regardless of income, education, or

cultural backgroundwant their children to do well and can be involved in

their childrens learning.
Enables families to communicate with school personnel in their

preferred language.
Designs programs that will support families to guide their childrens

learning, from preschool through high school.

Develops the capacity of school staff to work with families.
Links efforts to engage families to learning in school, at home, and in

the community.
Builds families social and political connections.
Families from all segments of our catchment area helped develop the

plan.
We use a tiered approach to engage families in activities that includes the

following:
Universal strategies and activities are intended for all parents and

include the following:

Create a welcoming environment.
Solicit family input.
Provide an orientation to the school.
Establish ongoing mechanisms for effective two-way

communication.
Sponsor social activities.
Selective strategies and activities are intended to give a boost to

specific groups of families who have a similar need, such as the following:
Connect families with each other.
Offer families education and training at locations in their

neighborhood.
Translate materials.
Solicit family input.

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Conditions for Learning School Audit Tool

Recruit family members to serve on advisory groups.
Intensive strategies are in place for families who are hard to reach and

involve the following:

Tailor approaches to individual families.
Meet with individual families at a place they feel safe and

comfortable.
Help repair relationships (such as between the student and their

family or the family and their childs teacher).

Hire family liaisons to work with families one on one.
We have an active parent or parent/teacher organization that offers

opportunities for parents and family members to learn about the school and
curriculum, the social and emotional learning program, and how they can
help support their childs learning at home.
We offer workshops, seminars, and short courses for families on topics of

interest to them, such as helping to prepare their children for statewide tests,
how to foster good social skills, medication management, nutrition, and child
development.
In planning activities for families, we use a tiered approach and consider the

following things:
What do we want parents and families members to know or be able to

do as a result of this activity?

What groups of families are we trying to reach?
How will we get the information or skills from this activity to all families

who need it?

How will we know if the goals of the activity were achieved?

DOMAIN 5: A COMPREHENSIVE DATA PLAN FOR A SAFE, SUPPORTIVE,

EFFECTIVE SCHOOL ADDRESSING FAIR DISCIPLINE PRACTICESVIII

AND

To establish a positive school culture and climate, efforts to improve

conditions for learning must be formalized, documented in a plan, and
assessed routinely and systematically.
Subdomain 5.1: Data Driven Decision Making
We administer a valid and reliable school climate or conditions for learning

survey annually to the following:

Students

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Conditions for Learning School Audit Tool

School staff
Parents or legal guardiansix
The survey is used for continuous quality improvement and accountability.
We are able to disaggregate survey data by: x
Gender
Race/ethnicity
Disability status
English language learner status
Sexual orientation
Low socioeconomic status or free or reduced-price lunch edibility
Poverty
We collect data on the following school environment indicators:xi
Violent and other crime incidents that take place on school grounds
Discipline problems (e.g., office referrals)
Racial or ethnic insults and tensions
Bullying (physical and verbal) by location (e.g., classroom, hallway,

parking lot, cafeteria)

Cyber-bullying (e.g., Internet, e-mail, instant message, gaming)
Hate crime
Sexual harassment
Sexual harassment due to sexual orientation
Verbal abuse of and by teachers and staff
Classroom disorder
Gang activity
Cult or extremist group activity
Cleanliness of facilities
How students and staff experience security personnel.
Drug activity (i.e., buy, sell, or use)
We collect data on the following on school safety indicators:xii
Physical fights on school grounds by location

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Conditions for Learning School Audit Tool

Students carrying weapons on school property
Students use of alcohol Illegal substances
We use school discipline data to identify disparities in offense (or incident)

AND disciplinary action (e.g., sanction, positive behavioral support) by

student demographic group:
Race or ethnicity
Disability status (disaggregated by disability type)
Gender
Sexual orientation
English language learner (ELL) status
We use school discipline data to identify disparities by student demographic

group AND disciplinary action:

Resolution through counseling, restorative justice, conflict resolution,

behavioral contract, other

In-school suspension
Out-of-school suspension
Expulsion
School-based arrest
We use school climate or conditions for learning student survey data to

inform programming decisionsxiii

We use school climate or conditions for learning teacher survey data to

inform decision makingxiv

Subdomain 5.2: Training and Technical Assistance
Our professional training and technical assistance initiatives reflect our

strategic plan to address the strategic plan for classroom, school, and school
community conditions for learning in addressing safety, discipline, and
discipline disparities.
We engage an external evaluator or technical assistance provider to conduct

an audit of the school climate or conditions for learning on a periodic basis

(e.g., once every two to four years)xv
All school staff participate in mandatory, in-service, and explicit training on

school policies and the code of conduct includes a review of school discipline
data and discipline disparities on an annual basis.
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Conditions for Learning School Audit Tool

We keep students, staff, and stakeholders informed of the effects of

exclusionary discipline, such as suspension, as well as alternatives to

exclusionary discipline, including impacts on school safety and discipline
disparities.
Teachers struggling with classroom management or interpersonal

relationships with specific students have formal access to support from the
following:
Behavior management specialist, school counselor, psychologist or

social worker, or technical assistance provider

Master teacher
School administrator
We conduct or provide access to the following professional development

opportunities:xvi
Addressing the needs of students with mental health needs
Addressing the needs of students with emotional and behavioral

disorders
Addressing the needs of students with learning disabilities
Addressing the needs of students with physical disabilities
Adolescent development
Mindsets, stereotype threat, and self-fulfilling prophecies
Conflict prevention
Conflict resolution
Crisis intervention and emergency response
Cultural competence
Implicit bias
Linguistic competence
Classroom management
Class meetings and advisories
De-escalation techniques
Positive approaches to school discipline (e.g., restorative practice)
Positive family engagement
Social-emotional learning and instruction

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Conditions for Learning School Audit Tool

Supportive relationships
Classroom practices that support resilience
Trauma sensitivity and trauma-informed approaches

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learning school audit tool to address discipline disparities. Washington, DC:
National Clearinghouse for Supportive School Discipline. Retrieved from
<insert URL>.

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i Early Warning, Timely Response: A Guide to Safe Schools, Guide for Developing High-Quality School
Emergency Operations Plans

ii Safeguarding Our Children: An Action Guide, New and Developing Research:

Disparities in Discipline, Eliminating Excessive and Unfair Exclusionary Discipline in Schools: Policy
Recommendations for Reducing Disparities

iii
How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions

iv
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning
Safeguarding Our Children: An Action Guide, Safe, Supportive and Successful Schools Step by Step

v
The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School
and Out of the Juvenile Justice System, Annotated Bibliography: Alternative Discipline Interventions and
Strategies,
A Comprehensive Approach to Promoting Social, Emotional, and Academic Growth in Contemporary Schools,
Enhancing School-Based Prevention and Youth Development through Coordinated Social, Emotional, and
Academic Learning,
School-based social and emotional learning (SEL) programming: Current perspectives,
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent

vi
The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and
Out of the Juvenile Justice System Improving Conditions for Learning for Youth Who Are Neglected or
Delinquent

vii
Safe, Supportive and Successful Schools Step by Step

viii
Safe, Supportive and Successful Schools Step by Step

ix
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning, The School Discipline Consensus
Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent

x
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning

xi
Indicators of School Crime and Safety: 2012

xii
Indicators of School Crime and Safety: 2012

xiii
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning, The School Discipline Consensus
Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent

xiv
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning, The School Discipline Consensus
Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System,
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent

xv
Avoid Simple Solutions and Quick Fixes: Improving Conditions for Learning: Lessons Learned from a
Comprehensive Districtwide Approach to Improving Conditions for Learning

xvi
The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and
Out of the Juvenile Justice System, Improving Conditions for Learning for Youth Who Are Neglected or
Delinquent, Safe, Supportive and Successful Schools Step by Step