About
Dr. Barnes is more than just a researcher; he's a champion for students. Growing up, he saw how unfair school discipline could be, especially for Black kids. That's why he dedicated his research to understanding these problems and finding solutions.
His work isn't just about numbers and statistics. He's a real person who cares about making schools better for everyone. He shares his findings with teachers, families, and anyone who wants to listen, because he believes that everyone deserves a fair chance to succeed.
Dr. Barnes is also a mentor to young people and those starting their careers in education. He's always willing to lend a helping hand and share his knowledge.
Ultimately, Dr. Barnes wants to see a world where all students have the opportunity to thrive. He's working hard to make that happen, one student, one school, one community at a time.
Current Work
Imagine a school where kids are constantly getting suspended or expelled, especially Black kids. That's what my research is about. I'm trying to understand how these punishments affect students, and it turns out, they often do more harm than good.
These practices, like suspensions and expulsions, can really hurt students' chances of graduating and going to college. They can also make kids feel bad about themselves and less connected to school.
So, what can we do instead? Well, I'm a big believer in things like restorative justice. It's about bringing people together to talk about what happened, repair any harm, and find ways to move forward. It's about helping students learn from their mistakes instead of just punishing them.
I also think it's important for teachers to understand the cultures and backgrounds of their students. This can help them create a more welcoming and supportive classroom where everyone feels like they belong.
Ultimately, I believe that all students deserve the chance to succeed, no matter what their background is. By changing the way we approach discipline, we can create schools where everyone feels safe, supported, and ready to learn.
Research Area Keyword(s)
Exclusionary Discipline, African American students, educational equity, Self-Efficacy, Entrenched Dysfunction in Teaching, restorative justice, social emotional learning, restorative justice, social emotional learning