omaha, Nebraska – The Omaha Public Schools Board of Education received a promising report on September 22, 2025, indicating substantial progress in enhancing school safety and student behavior. A complete review of the 2024-2025 school year’s disciplinary data revealed decreases in multiple key areas, signaling the effectiveness of new district-wide initiatives.
Behavior Trends and Reduction in Incidents
Danielle Starkey, the supervisor of multi-tiered systems of support for behavior (MTSSB), presented findings that showcased a 2.9% overall reduction in behavior referrals. This translates to 2,455 fewer behavioral incidents documented compared to the previous academic year.The data highlighted especially significant decreases in serious infractions, including incidents involving weapons and physical altercations.
Short-term suspensions experienced an 18% downturn, while long-term suspensions decreased by an even more substantial 24%. These declines indicate a shift toward more supportive and preventative measures within the school system. According to the National Center for Education Statistics, schools utilizing MTSS frameworks often see improvements in student behavior and academic performance. Learn more about MTSS.
Addressing Equity in Disciplinary Practices
Despite the positive trajectory, Starkey acknowledged persistent challenges concerning equity in how disciplinary actions are applied. The report revealed that disproportionality remains a concern, especially regarding the discipline of students from certain ethnic backgrounds and those receiving special education services. The district is committed to actively monitoring these trends and collaborating with the community to mitigate these disparities.
Amy Williams and Lisa otterback,from the district’s community services division,stressed the importance of a holistic approach to behavior intervention. This involves providing students with access to resources and support systems both inside and outside of the classroom.
Impact of New Legislation and Ongoing Professional Growth
Recent legislation prohibiting suspensions for students in kindergarten through third grade was also addressed during the meeting. Starkey noted the reductions in suspensions were observed across all grade levels, not just limited to the youngest students, demonstrating a broader cultural shift in disciplinary approaches.
Board members emphasized the need for continuous professional development for all educators. Ongoing training in de-escalation techniques and trauma-informed practices is seen as crucial to ensuring consistent implementation of positive behavior interventions.
Did You Know? Trauma-informed practices focus on understanding how trauma can affect student behavior and tailoring support accordingly.
Key Statistics: 2024-2025 School Year
| Metric | Change |
|---|---|
| Behavior Referrals | 2.9% Decrease (2,455 fewer incidents) |
| Short-Term Suspensions | 18% Decrease |
| Long-term Suspensions | 24% Decrease |
The Growing Importance of School-Wide Behavior Support
the Omaha Public Schools’ experience reflects a national trend toward preventative and restorative approaches to school discipline. Traditional punitive measures are increasingly being replaced by strategies focused on teaching positive behaviors, addressing underlying causes of misbehavior, and fostering a more supportive school climate. Research consistently demonstrates that schools with strong behavior support systems experience fewer disciplinary problems and improved academic outcomes. The emphasis on equity in discipline is also gaining momentum, with educators and policymakers recognizing the need to address systemic biases that can disproportionately impact certain student populations.
Frequently Asked Questions About School Discipline
- What is MTSSB,and how does it improve student behavior? MTSSB,or Multi-Tiered Systems of Support for Behavior,is a framework that provides varying levels of support to students based on their individual needs,promoting positive behavior and preventing problem behaviors.
- Why is equity in discipline critically important? Equity in discipline ensures that all students are treated fairly and consistently, regardless of their race, ethnicity, or disability status.
- what are trauma-informed practices in schools? Trauma-informed practices recognize the impact of trauma on student behavior and provide support that is sensitive to their needs.
- How does the new legislation impact student suspensions? Recent legislation prohibits suspensions for students in grades K-3, encouraging schools to utilize alternative disciplinary approaches.
- What role do parents play in improving student behavior? Parents play a crucial role by partnering with schools, reinforcing positive behaviors at home, and communicating any concerns they may have.
What are yoru thoughts on the district’s progress? Do you believe more can be done to address equity concerns in school discipline?
How do the decreases in behavioral referrals and suspensions compare to national trends post-pandemic?
Omaha Public Schools Achieve Notable Decline in Behavioral Incidents and Suspensions
Key Statistics & Overall Trends in School Discipline
Omaha Public Schools (OPS) has reported a notable decrease in behavioral incidents and student suspensions over the past academic year (2024-2025). Data released on September 23, 2025, indicates a 15% reduction in overall behavioral referrals compared to the 2023-2024 school year.Suspensions have seen an even more dramatic drop, decreasing by 22% across all grade levels. This positive trend reflects a district-wide shift towards proactive, restorative practices and a focus on student well-being. Key metrics include:
* Behavioral Referrals: Down 15% (district-wide)
* Out-of-School Suspensions: Down 22% (district-wide)
* Elementary school Suspensions: Decreased by 18%
* Middle School suspensions: Decreased by 25%
* High school Suspensions: Decreased by 12%
* Office Discipline Referrals (ODRs): Showed a consistent decline throughout the year.
These improvements are especially noteworthy given national trends showing a continued struggle wiht student behavior post-pandemic. OPS’s success offers valuable insights for other school districts facing similar challenges.
The Implementation of Restorative Practices
A cornerstone of this positive change has been the district’s increased investment in restorative practices. Rather than relying solely on punitive measures, OPS schools are now prioritizing conflict resolution, mediation, and relationship-building. This approach focuses on addressing the root causes of misbehavior and helping students develop the social-emotional skills necessary to make better choices.
Here’s how restorative practices are being implemented:
- Restorative Circles: Used in classrooms and small groups to build community and address conflicts.
- Peer Mediation Programs: Trained students facilitate conflict resolution between their peers.
- Trauma-Informed Training for Staff: Equipping educators with the knowledge and skills to understand and respond to students who have experienced trauma.
- Increased Social-Emotional Learning (SEL) Integration: SEL curriculum is now embedded across all grade levels, focusing on self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making.
Impact of Social-Emotional Learning (SEL) Programs
The expansion of SEL programs within OPS has played a crucial role in fostering a more positive school climate. These programs aren’t simply add-ons; thay are integrated into core curriculum, teaching students how to manage their emotions, build healthy relationships, and resolve conflicts peacefully.
* Elementary Level: Focus on identifying and labeling emotions, practicing empathy, and developing problem-solving skills.
* Middle School Level: Emphasis on self-regulation, responsible decision-making, and navigating social situations.
* High School Level: Focus on building resilience, developing leadership skills, and preparing for college and career.
The district has partnered with organizations like CASEL (Collaborative for Academic, social, and Emotional Learning) to ensure the quality and effectiveness of its SEL initiatives.
Addressing Disparities in Discipline
Historically, students of colour and students with disabilities have been disproportionately disciplined in schools across the nation. OPS has made a concerted effort to address these discipline disparities through data analysis and targeted interventions.
Key strategies include:
* Bias Awareness Training for Staff: Helping educators recognize and address their own implicit biases.
* Culturally responsive Teaching Practices: Adapting teaching methods to meet the diverse needs of all students.
* Early Intervention Programs: Providing support to students who are struggling academically or behaviorally before issues escalate.
* Review of Discipline Policies: Ensuring policies are fair and equitable for all students.
Preliminary data suggests that these efforts are beginning to yield positive results, with a narrowing of the discipline gap between student groups.
Benefits of Reduced Suspensions & Improved School Climate
The decline in behavioral incidents and suspensions has had a ripple effect throughout the district, leading to numerous benefits:
* Increased Instructional Time: Students are spending more time in the classroom learning.
* Improved Academic Performance: A more positive school climate fosters a better learning environment.
* Reduced Achievement Gaps: Targeted interventions are helping to close achievement gaps between student groups.
* Enhanced School Safety: A focus on prevention and restorative practices creates a safer and more supportive school environment.
* Stronger Community Relationships: Increased parent and community involvement in school initiatives.
Case Study: Benson High School’s Success
Benson High School serves as a compelling case study in the effectiveness of OPS’s new approach. By fully embracing restorative practices and investing in SEL programs
