Positive Discipline and its Relation to Academic Achievement

A study made by Whisman and Hammer (2014) on the performance of the West Virginia schools
reiterated the link between academic achievement and discipline.

As cited by Whisman and Hammer (2014), “When bonds to school are broken, students are also
more likely to repeat misbehavior and even turn to law breaking in the larger community.” Discipline
such as detention, verbal warnings, suspensions and counselling are the “bonds” of the school in
relation to students’ misbehaviour. However, Whisman and Chapman (2013) found out in their study
that detentions and in-house suspensions don’t promote positive behaviour amongst students; that
instead of using such kinds of discipline, schools should consider positive discipline approaches.
“Addressing low levels of inappropriate behaviour and redirecting positively may circumvent escalation
to more severe and aggressive behaviours, and can reduce the potential need for more punitive
consequences at a later time” (National Association of School Psychologists, 2001). Not so serious
misbehaviours can be addressed positively. Suspensions are only a way for students to lose academic
time, thus affect their academic performance. If a teacher pose as a threat to students, addressing
misbehaviours with corporal punishments, then they are most likely to participate less in class
discussions and activities. As Ashley (2016) reiterated, “[…]with any school is not just to eliminate
suspensions or violent incidents, but rather to create supportive and positive relationships that enable
educators to teach and students to learn.” Positive actions toward negative behaviours “put out the
fire” and may create a classroom setting full of positivity, thus custom a better classroom instruction;
this may lead to motivated students improving their academic achievement. Positive approach gains
positive results.

Positive discipline is also called “relational discipline” where a teacher is not focusing on the
misbehaviour of the students, but on how to give appropriate disciplinary measures on a student who
misbehaved. The teachers are encouraged to teach the students to correct themselves so as to not
repeat the same misbehaviour anymore. Nuoffer (2011) supported the said statement, “When a teacher
or administrator provides a student with strategies to prevent undesirable behaviours, the chances are
greater that such behaviours will not be repeated, thus providing opportunities for higher
achievement.”

Moreover, discipline has a connection with mental health and a sound mental health helps a
student to achieve great in school; “When students are given an appropriate education in a conducive
environment, they improve behaviour and performance” (Cowan, Vaillancourt, Rossen & Pollitt, 2013).
Positive discipline promotes motivation and sense of belonging not just in the classroom but also in the
society. It helps in fulfilling an emotional achievement for teachers and eventually gives the instructional
motivation to the students. When students are treated in a good social climate gained through positive
discipline, they will learn how to correct their own faults and be responsible with their own actions
(Ozan, 2015). A positive disciplined classroom promotes confidence amongst students helping them feel
opportune to learn together and feel achieved.
Nuoffer, M. D. (2011). A Case Study on Positive and Relational Discipline Techniques (Doctoral dissertation, Walden University).

Whisman, A., & Hammer, P. (2011). The Association Between School Discipline and Mathematics Performance: A Case for

Positive Discipline Approaches (Doctoral dissertation, West Virginia Department of Education, West Virginia).

"Types of Discipline in the Classroom." , Ministry of Education, Guyana, 2017,

www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1623-types-of-discipline-in-the-classroom.
Accessed 11 Mar. 2018.

Ashley, Dana M. "It’s About Relationships Creating Positive School Climates." American Educator, vol. 39, 2016, pp. 13-16,
https://files.eric.ed.gov/fulltext/EJ1086542.pdf. Accessed 12 Mar. 2018.

Ozan, Mukadder B. "The importance of positive discipline approach in making students gaın multimedia course
content." academicJournals, vol. 10, no. 3, Feb. 2015, pp. 320-27, www.academicjournals.org/journal/ERR/article-full-
text-pdf/44D9A9650224. Accessed 12 Mar. 2018.

Fair and Effective Discipline for All Students: Best Practice Strategies for Educators (2002). In National Association of School

Psychologists. Retrieved March 12, 2018, from http://www.naspcenter.org/factsheets/effdiscip_fs.html

Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful

schools [Brief]. Bethesda, MD: National Association of School Psychologists.