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Analyzing State-Level Training Statutes to Support Classroom & Behavior Management

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  • Megan Svajda-Hardy

    (Department of Teaching Learning and Culture Texas A&M University College Station, TX 77845)

  • Andrew Kwok

    (Department of Teaching Learning and Culture Texas A&M University College Station, TX 77845)

Abstract

Using the 2020 Compendium of School Discipline Laws and Regulations for the 50 States, District of Columbia, and U.S. Territories, we analyze discipline-related policies, identifying how states discuss classroom and behavior management (CBM) support for teachers. This study uses a multistep qualitative research design, enabling us to examine discipline policies within the broader social context and identify areas where state policies fall short in providing necessary CBM teacher support. Results indicate that few states focus on CBM support and many include structural constraints that can limit the provision of teacher support in the general classroom setting. After examining CBM statutes by state characteristics, we find that states providing CBM support have a high population, a location in the Southeast, moderate political affiliation, and a weak teacher union influence. We then present case studies to illustrate how states currently discuss CBM support, followed by a cursory review of aligned regulations to examine the effects of statutory language on the implementation of support. Our findings have implications for creating and updating discipline-related policies to better support teachers and, ultimately, students.

Suggested Citation

  • Megan Svajda-Hardy & Andrew Kwok, 2026. "Analyzing State-Level Training Statutes to Support Classroom & Behavior Management," Education Finance and Policy, MIT Press, vol. 21(2), pages 361-389, Spring.
    • Handle: RePEc:tpr:edfpol:v:21:y:2026:i:2:p:361-389
    DOI: 10.1162/edfp.a.424
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