Understanding and Addressing Student Behavior Issues at Central York Middle School

This doctoral capstone research project examined student behavior concerns and intervention strategies at Central York Middle School. With behavior concerns on the rise across middle-level schools, this study explored root causes, the perceived effectiveness of disciplinary responses, and the impact of a school-wide intervention, Responsive Advisory Meetings, on students’ sense of belonging. The purpose was to inform more effective practices that support student behavior and engagement. Using a mixed-methods approach, the study addressed three research questions through a staff survey, interviews, a focus group, and analysis of discipline data from 2019–2020 through 2024–2025. Thematic and quantitative analyses revealed key contributors to student behavior: family and home environment, mental and physical health, peer influence, social media and technology use, and school structure. In-school suspension emerged as the most effective disciplinary strategy, while lunch detention, after-school detention, and out-of-school suspension were perceived as less impactful. Findings also indicated that Responsive Advisory Meetings had limited effectiveness in promoting student belonging, with staff citing low student engagement and implementation challenges. The results of this study inform practical changes to behavioral supports, discipline structures, and student engagement strategies within the school. The study underscores the importance of responsive, data-informed approaches to behavior and belonging in the middle school setting.