September 21, 2025
This school year, Parker has taken a new approach to supporting student behavior. In the past, when classroom behaviors became repetitive or disruptive, teachers would often call an assistant principal, which frequently led to a disciplinary action such as lunch detention or after-school detention.
What we have learned, however, is that many of the behaviors we see at Parker are connected to student anxiety, challenges with conflict resolution, and even lack of sleep. Research shows that addressing these root causes through Social-Emotional Learning (SEL) interventions can be more effective than direct discipline alone. SEL helps students reflect, regulate emotions, and build problem-solving skills that last well beyond the classroom.
Here’s how the process works:
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Classroom first: Teachers are expected to handle low-level misbehaviors in their own classrooms.
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SEL intervention second: If behaviors become repetitive or disruptive, teachers call for support from Ms. Carlock or Ms. Olivares, who provide immediate SEL intervention. They hold constructive, reflective conversations with students to help them reset and return to learning.
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Administrative action last: Only behaviors that are serious or extreme are redirected to an assistant principal or the principal.
The results so far are encouraging. By this point in the year, we would normally have seen dozens of detentions issued. Instead, there have been fewer than 10 detentions campus-wide. Students are learning accountability, but in ways that strengthen their love for learning and help them see Parker as a place of belonging—not just punishment.
This shift aligns perfectly with our Parker PROUD values: Prepared, Respectful, On Task, United, and Determined. By prioritizing SEL before discipline, we are building a school culture where students can thrive academically and socially, while also taking ownership of their choices.
