Connect with Jessika
Bottiani’s research focuses on structural racism as a cause and consequence of racial disparities in punitive school discipline practices and highlights the need to intervene at multiple levels within school systems. Bottiani develops and tests preventive interventions with a team of researchers and local collaborators in Maryland and Virginia to help build teacher capacities in anti-racist, equity literate, and culturally responsive teaching through several school-level cluster randomized trials funded by NIH, IES, and NIJ. Bottiani serves on the School Psychology Review editorial board.
Characterizes schools based on excess suspension of Black students and asked, ‘what message does this differential treatment send to kids about their place in the school?’”. Finds the discipline gap is tied to negative schooling experiences for Black students, whether they are suspended or not.
Discusses how now more than ever, teachers are experiencing tremendous demands on the job, often with insufficient resources to manage them, particularly in urban schools. Examines how the resulting stress and burnout are unhealthy for teachers and, as this study found, tied to the quality of their instruction.