How the Discipline in the Secondary Classroom (DSC) Program Helps High School Teachers and Students
Each new school year brings forward new faces, new lessons, and new opportunities for teachers. One of the most important factors in helping students succeed is the behind-the-scenes work that teachers do to build strong classroom management practices and a positive learning environment. This can be a challenge for many teachers who already have a lot on their plates at the start of a new school year.
When teachers are equipped with effective strategies for building routines, setting clear expectations, and guiding behavior, they foster a classroom environment where students feel supported and safe. In these environments, teachers feel empowered, students feel respected, and learning stays on track.
Why is classroom management so important, especially in high school?
Effective classroom management practices can:
- Help students stay focused and on-task
- Build a positive classroom culture where everyone feels safe and respected
- Strengthen relationships between teachers and students
- Reduce teacher stress and burnout
What is DSC?
Discipline in the Secondary Classroom (DSC) is a comprehensive, research-based program designed to help high school teachers create positive, respectful, and engaging learning environments. Developed by Safe & Civil Schools, DSC provides practical tools to help teachers manage their classrooms effectively.
Between 2019 and 2024, SRI Education and the University of Missouri partnered with Safe & Civil Schools to provide 55 teachers across five school districts in Northern California and Missouri with DSC training and coaching support. These teachers saw firsthand how effective strategies can improve student behavior just by tailoring their classroom management plans to the unique needs of their students and classrooms.
The STOIC Framework
At the heart of DSC is the STOIC Framework, which is a proactive and student-centered approach to classroom management. This framework gives teachers a clear roadmap to follow:
- S – Structure the classroom for success
Design the classroom space, routines, and schedules in an organized and accessible way. - T – Teach expectations
Set clear and consistent expectations for classroom routines and policies. - O – Observe student behavior
Actively monitor what is happening in the classroom, modeling friendly and respectful behavior. - I – Interact positively
Demonstrate positive interactions with students by providing age-appropriate, non-embarrassing feedback. - C – Correct misbehavior fluently
Address issues calmly and consistently and have plans in place to respond to undesirable behaviors.
DSC gives teachers practical tools that work
One of the draws of DSC is that it focuses on proactive, easy-to-implement tools that teachers can tailor to their classroom needs. The program includes a detailed manual, dozens of forms and checklists for teachers to use, real-life examples from successful classrooms, and guidance for collecting and using data to track students’ progress and needs.
When asked to reflect on their participation in the DSC training, teachers highlighted several aspects that they liked, including the following:
- Practical and real-world relevance of strategies
- Interactive discussions and scaffolded materials that engage participants
- Concrete examples and resources (books, handouts, visuals) that support implementation
- Emphasis on research-based methods that bridge theory with practice
Teachers also shared that their participation in the DSC training and coaching activities had a meaningful impact on their teaching. They described how DSC provided clear, practical strategies that improved their classroom management practices as well as their student relationships. Their feedback offers valuable insights into the strengths of the DSC training and how it can enhance classroom environments.
A reflection on DSC from a participating high school teacher:
“I enjoyed the strategies I was given to help out those students I was having issues with. I think if I wasn’t in the study, I would not have been able to turn around those relationships by now. [The students] would have been failing by now, but now they are passing. I don’t think it would have gone that way if I hadn’t been in the study.”
Topics: Classroom-based intervention Educator professional development and support High school