Navigating Student Behaviors: Exclusion, Inclusion & Restorative Approaches

Exclusion, Inclusion and Restorative Responses to Student Behaviors Name Institutional Affiliation Course name Instructor’s name Assignment due date Exclusion, Inclusion and Restorative Responses to Student Behaviors Summary of the Analytic Framework Cycle of Exclusion The cycle of exclusion occurs when some children with potential display behaviors that make it harder for them to succeed in classroom activities. Students at risk of exclusion are likely to come from broken homes, immigrant families, low-income communities, and other alienated groups. The behaviors of children with such behavioral difficulties make it hard and sometimes impossible for teachers to intervene and help them realize their potential. Exclusion increases the risk of children failing in class, facing suspensions, and displaying behavior that exposes them to expulsion or dropping out of school early in education (Razer & Friedman, 2017). Excluded educators face challenges supporting their students achieve full potential in the classroom and are often blamed for failure. They face conflicts with their peers and school administrators that increase the difficulty of providing the learning resources students need. The cycle of exclusion leads to students displaying negative behavior in the classroom and teachers who are unable to provide the support learners need. Two Frames of Exclusion Framing exclusion facilitates the understanding of how the problem affects students, educators, administrators, and schools differently. In the helplessness frame, educators feel powerless and lack the capacity to offer the support their students need. They wonder how the behavior of a student affects the class and claim that they lack the resource support to develop any meaningful solutions (Razer & Friedman, 2017). Teachers are likely to abandon their students and seek to deal with the difficulties and anxiety of coping with challenges in the classrooms. The view the problem affecting their students as against their expectations of a classroom and feel frustrated for not being able to offer any support. Teachers in the false identity framing view their school or want it to be the same as other schools. Their approach to dealing with excluded students is to use the same methods, resources, and goals for all learners with the hope that they wil