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Administrator’s Corner by Kristi Kenis

Albert Lea’s elementary schools are transforming their approach to student discipline by emphasizing emotional support and skill-building over traditional punishment.

This shift, guided by a new framework of proactive classroom strategies and engagement specialists, aligns with Minnesota state laws promoting non-exclusionary discipline. The aim is to promote a school environment where students feel supported and are equipped to manage their emotions rather than fearing consequences.

Traditional discipline models often focused on compliance and punishment, leading to resentment, confusion and emotional withdrawal. In contrast, the new framework promotes a balanced response to student behavior, recognizing that challenging behaviors are often rooted in unmet emotional or psychological needs. This model prioritizes nurturing skill development over enforcing compliance. When students encounter challenges, adults provide understanding and guidance, promoting emotional regulation and problem-solving skills that extend beyond the classroom. Ultimately, our goal is to help students develop the ability to function effectively and make positive contributions to our communities.

A critical component of Albert Lea’s strategy involves Tier 1 interventions (universal strategies implemented for all students in a school setting to promote positive behavior, academic success and social-emotional development). These include school-wide programs and routines aimed at building emotional and social competence before problems escalate. Teachers lead initiatives like the Second Step program, which teaches students essential social and emotional skills such as identifying and managing emotions, building relationships, resolving conflicts and developing empathy. These lessons are integrated into daily activities, allowing students to practice their skills in real time. Teachers consistently reinforce these skills with supportive language and modeling, creating a safe, predictable environment where students feel valued.

Another important Tier 1 strategy that has been implemented this year is self time, a structured opportunity for students to regulate their emotions when they feel overwhelmed. Unlike traditional discipline, self-time is not a punishment but a tool for emotional growth. It allows students to recognize signs of emotional dysregulation and take time to self-regulate before returning to class activities. Teachers help establish clear routines for self time, such as identifying where it takes place, what activities can be used and how to transition smoothly back into the classroom. This strategy supports emotional growth without drawing undue attention to the student’s need for a break. If multiple students are dysregulated, teachers can initiate a class-wide self-time to reset the emotional tone of the classroom.

Our elementary schools also utilize engagement specialists to provide targeted support. These specialists work with students individually or in small groups, helping them recognize and process their emotions and guide them toward healthier coping strategies. They implement the Life Space Crisis Intervention (LSCI) model to turn emotional crises into learning opportunities. This structured approach involves six stages: defusing the crisis, reflecting on events, identifying the central issue, clarifying emotional patterns, teaching new coping skills and supporting the student’s reintegration into the classroom. This empathetic, skill-building response helps students improve emotional regulation and conflict resolution.

Our school’s approach to discipline aligns with Minnesota’s legal framework for non-exclusionary discipline, emphasizing restorative practices, positive behavior interventions and trauma-informed care. Restrictive procedures like seclusion or restraint are used only as a last resort when a student poses an immediate danger to themselves or others, with such instances documented and reviewed according to state guidelines.

Through this shift toward emotional support, skill development and trust-building, we are setting the foundation for long-term student success and emotional well-being. Already, we are seeing the positive impact on our students as they build stronger relationships, develop essential skills and navigate challenges with greater confidence. This model demonstrates that effective discipline is not about control but about connection, support and empowerment, preparing students for both academic and emotional success.

Kristi Kenis is the principal of Sibley Elementary School.