Principal Beliefs Predict Responses to Individual Students’ Misbehavior

National policies have targeted widespread exclusionary discipline in schools which is associated with negative academic outcomes. Principals play an important role making disciplinary decisions, yet little understood about how their mindsets might impact these decisions. We hypothesized that principals’ regarding the purpose of (exclusion vs. prevention) would predict responses to misbehavior. In a random, nationwide sample ( N = 234), principals responded misbehavior by hypothetical Black or White student. Exclusion beliefs predicted more severe discipline, whereas prevention greater endorsement referring student school counselor. Principal also real-world contexts.