School District Develops Comprehensive Behavior Plan Addressing Discipline Inequities

The Lewiston Public Schools School Committee convened on May 5, 2025, to discuss critical findings from a comprehensive needs assessment focused on student behavior and discipline. The meeting highlighted significant discrepancies in behavior management across schools, particularly affecting Black and African American students, who experienced higher rates of disciplinary incidents compared to their peers.

The assessment revealed a lack of common understanding regarding behavior expectations among staff, leading to inconsistent reporting and management of incidents. Stakeholder feedback, gathered through annual surveys, indicated a strong desire for clearer consequences and more effective support for managing classroom behaviors. Students expressed a need for assistance with bullying and emotional regulation, while families called for consistent discipline protocols and teacher training.

Data presented during the meeting showed that 64% of behavioral incidents occurred within classrooms, raising concerns about whether staff have the necessary tools to manage these situations effectively. The committee noted a high student mobility rate, which complicates behavior management and emphasizes the need for stable environments and consistent expectations across schools.

In response to these findings, the committee is developing a comprehensive behavior plan centered on two main pillars: a student code of conduct and social-emotional learning (SEL) implementation. The code of conduct aims to clearly outline behavior expectations and consequences, while the SEL team will focus on equipping staff with the skills needed to manage behaviors effectively in the classroom.

The committee has created three distinct guides tailored for administrators, staff, and families, which will serve as foundational resources for implementing the new behavior plan. A proposed timeline for the rollout indicates that full implementation of the code of conduct is expected by the 2027-2028 school year, with ongoing professional development for staff to ensure consistency and effectiveness in managing student behavior.

The meeting concluded with discussions on the urgency of addressing behavioral issues while balancing the need for a thoughtful and comprehensive approach. Committee members emphasized the importance of building a supportive environment for both students and staff, ensuring that disciplinary actions are not merely punitive but also serve as teachable moments.