Fact Sheet: President Donald J. Trump Reinstates Commonsense School Discipline Policies

4/23/2025

Fact Sheets

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Action Summary

Restoring Discipline Policies: Reinstates school discipline policies centered on objective behavior, eliminating DEI influences; emphasizes compliance with Title VI protections against racial discrimination.
Guidance to Educational Agencies: Directs local and state educational agencies to adopt non-discriminatory discipline practices; mandates action against agencies persisting with racially preferential policies.
Federal Oversight and Reporting: Requires a report to the President analyzing DEI-based discipline practices, their consequences, and recommendations for model policies aligned with American values; ensures federal funds do not support racially preferential practices.
Response to Past Policies: Criticizes Obama-Biden era policies that imposed race-equalizing discipline measures, leading to inconsistent treatment and compromised classroom safety; notes the 2018 report on schools covering up misconduct to avoid racial disparity scrutiny.
Prioritizing American Educational Needs: Aims to enhance safety and restore order in classrooms by prioritizing the needs of students, parents, and teachers over teachers’ union demands.
Additional Initiatives: Includes measures to expand educational freedom by directing the closure of the Department of Education to return authority to the states, prohibiting federal funding for COVID-19 vaccine mandates in schools, and taking steps to keep men out of women’s sports and locker rooms.

Risks & Considerations

The Executive Order reinstating commonsense school discipline policies could lead to significant changes in how discipline is administered in schools, potentially affecting the educational environment and student behavior.
There is a risk of increased scrutiny and potential legal challenges for educational institutions that fail to comply with Title VI protections against racial discrimination in discipline practices.
The emphasis on eliminating DEI-based discipline policies may lead to a reduction in programs aimed at addressing racial disparities in education, which could impact the diversity and inclusivity of school environments.
Vanderbilt University may need to consider how these changes in K-12 discipline policies could affect the preparedness and behavior of incoming students, particularly those from diverse backgrounds.

Impacted Programs

Peabody College of Education and Human Development at Vanderbilt may see increased demand for research and expertise in school discipline policies and their impact on student outcomes. This could present opportunities for collaboration with state and federal agencies.
Vanderbilt’s Office of Equity, Diversity, and Inclusion might need to adjust its strategies to address potential changes in the diversity and inclusivity of the student body resulting from these new discipline policies.
The Office of Community Engagement could play a crucial role in supporting local schools as they navigate the implementation of these new discipline policies, helping to ensure that they continue to serve their communities effectively.
Vanderbilt’s partnerships with public schools for teacher training and student teaching placements may need to be reevaluated to ensure alignment with the new discipline policies.

Financial Impact

The reallocation of federal funds away from DEI-based discipline initiatives could impact the funding landscape for public schools, potentially leading to reduced financial support for programs aimed at addressing racial disparities.
Vanderbilt University might experience changes in its funding opportunities, particularly if federal discretionary grants prioritize discipline policies based on objective behavior. This could necessitate adjustments in grant application strategies and partnerships.
There may be increased opportunities for Vanderbilt to secure funding for research and development in school discipline policy and reform, particularly through collaborations with the Department of Education and other federal agencies.
As discipline policies shift towards objective behavior, there could be a change in the demographics of students applying to Vanderbilt, potentially affecting tuition revenue and financial aid distribution.

Relevance Score: 3 (The order presents moderate risks typically involving compliance or ethics.)

Key Actions

Peabody College of Education and Human Development should evaluate the implications of the new guidance on school discipline policies. By understanding the changes and ensuring compliance with Title VI protections, Peabody can align its educational programs and research initiatives with federal standards, potentially influencing policy development.
The Office of Federal Relations should monitor the impact of the executive order on federal funding for educational programs. By staying informed about changes in funding criteria, the office can help Vanderbilt secure resources that align with the new federal priorities.
Vanderbilt’s Legal Department should review the implications of the executive order on DEI-based school discipline policies. Ensuring that Vanderbilt’s policies are compliant with federal guidelines will be crucial in mitigating legal risks and maintaining federal funding.
The Department of Political Science should conduct research on the broader societal impacts of the changes in school discipline policies. This research can provide valuable insights into how these policies affect educational equity and community dynamics, enhancing Vanderbilt’s role as a thought leader in education policy.
Vanderbilt’s Diversity and Inclusion Office should assess the impact of the executive order on DEI initiatives within the university. By understanding the changes and adapting strategies accordingly, the office can continue to promote diversity and inclusion in a manner that aligns with federal guidelines.

Opportunities

The executive order presents an opportunity for Peabody College to expand its research on effective school discipline models. By leveraging its expertise in education policy, Peabody can contribute to the development of model discipline policies that align with American values and federal standards.
Vanderbilt can capitalize on the increased focus on educational freedom by developing new programs and partnerships with state educational agencies. This could include joint research initiatives and collaborative curriculum development, enhancing Vanderbilt’s reputation and reach in the education sector.
The emphasis on ensuring safety and order in classrooms offers an opportunity for Vanderbilt’s Center for Safe and Supportive Schools to engage in policy analysis and advocacy. By providing evidence-based recommendations, the center can influence how discipline policies are implemented to support educational equity and safety.
By engaging with the broader educational community and policymakers, Vanderbilt can position itself as a leader in the national conversation on school discipline reform. Hosting conferences, workshops, and public forums on the implications of the executive order can further establish Vanderbilt as a hub for innovative educational thought and practice.

Relevance Score: 4 (The order presents the potential for major process changes required for Vanderbilt’s programs due to changes in school discipline policies and federal funding impacts.)

Average Relevance Score: 3

Timeline for Implementation

N/A – The Order does not specify a deadline or timeline for the implementation of its directives.

Relevance Score: 1

Impacted Government Organizations

U.S. Department of Education: Instructed to implement the new discipline guidelines and to facilitate the reversion of control over school policies back to states and local agencies, including the directive to close the department.
State Educational Agencies: Tasked with adopting and enforcing the updated, non-discriminatory discipline policies in compliance with Title VI requirements as federal oversight is scaled back.
Local Educational Agencies: Required to implement the new guidance on school discipline based solely on objective behavior, aligning local practices with the federal mandate.

Relevance Score: 2 (A moderate number of education-related agencies are directly impacted by the order.)

Responsible Officials

Secretary of Education – Directed to take all necessary steps to facilitate the closure of the Department of Education and to return education authority to the States. This directive also encompasses oversight of federal funding measures related to school discipline practices.
Local and State Educational Agencies – Tasked with implementing the new guidance on school discipline policies, ensuring compliance with Title VI protections, and taking appropriate actions against racially preferential practices.

Relevance Score: 5 (Directives impact Cabinet-level officials, including the Secretary of Education, and have significant implications for the educational system nationwide.)