In the 2021–22 school year, 84% of public schools reported that the COVID-19 pandemic negatively impacted students’ behavioral development, according to the National Center for Education Statistics. In schools across our country, for children with and without disabilities, this can look like classroom disruptions, rowdiness, or acting out. Indeed, the pandemic’s impact continues to affect all ages, from our youngest learners to adolescents and has often resulted in disciplinary removals. While the pandemic’s effects are felt by children with and without disabilities alike, one approach to addressing these challenges originates from research and study into supporting the behavioral needs of children with disabilities. This edition of NASET’s Discipline in Special Education series comes from the Office of Special Education and Rehabilitative Services Blog, https://sites.ed.gov/osers/2023/04/discipline-discussions-the-power-of-asking-why/ . It was written by Valerie C. Williams, Director of the Office of Special Education and Rehabilitative Services Blog. The focus of the article is on issues surrounding discipline of students with disabilities and the power of asking “why”.

To access the full issue of this month's Discipline of Students in Special Education Series, NASET members should login to view and or download a PDF file version.