In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.

在美国学校，黑人和拉丁裔青年受到纪律处分的比率高于白人同龄人。在美国系统性种族主义的背景下，建议的系统性解决方案，例如全校积极行为干预和支持 (SWPBIS)，应评估其在产生更公平的学校纪律方面的有效性。鉴于 SWPBIS 与股权关系的混合证据，本研究检验了五个 SWPBIS 要素的优点，这些要素在文献中显示出前景，或在 322 所 SWPBIS 实施学校的样本中对降低黑人和拉丁裔学生的纪律率和差距的潜力进行了审查不足。东南部州共有 292,490 名学生（黑人占 19%，拉丁裔占 28%）。多元线性回归结果表明对 SWPBIS 的保真度更高课堂系统与所有学生（包括黑人和拉丁裔学生）的纪律风险较低有关，但与更公平的纪律做法无关。对 SWPBIS期望的更高忠诚度与黑人学生更高的停学风险有关，而更高的认可度与更公平的停学实践有关。在课程和数据分析与纪律处分率或公平性之间没有观察到显着关系。在促进更公平和社会公正的学科实践的背景下讨论了对 SWPBIS 研究和实践的影响。