Metro Nashville Public Schools (MNPS) Chief of Student Support Services Dr. Elisa Norris believes the school district is heading in the right direction with its disciplinary philosophy.¶
Norris gave a presentation to the MNPS school board during its meeting Tuesday evening, outlining what she believed was a drastic improvement in overall student behavior, including a 55 percent drop in exclusionary discipline districtwide over the past four years and a decline in chronic absenteeism (which includes excused and unexcused absences).¶
Norris reported that there were 4,398 exclusionary discipline incidents during the 2025-2026 school year compared to 9,852 in the 2022-2023 school year.¶
All of this falls under the Navigator Initiative, which Norris said provided the building blocks upon which MNPS has begun to turn its disciplinary record around.¶
What is the Navigator Initiative?
The Navigator initiative is most linked to the relationship-based Every Student Known framework that MNPS has implemented in recent years. What began as a response to COVID-19 pandemic disruptions has evolved into a core instructional philosophy for the district.¶
During her presentation, Norris explained that the Navigator Initiative connects every MNPS student with a caring adult who regularly checks in on them at scheduled times to ensure they feel supported and have a sense of belonging. The “initiative” usually refers to any program that pairs a person with a trained guide to help them navigate complex systems or achieve academic or career goals.¶
What is Exclusionary Discipline?
Exclusionary discipline is defined as any corrective measure that removes a student from their classroom, for example, in-school suspension or being sent to the dean’s office.¶
Norris said the district’s goal in reducing exclusionary discipline is based on two core beliefs: “Students learn best when they are in school, and exclusionary discipline is the last resort.”¶
“MNPS intentionally invested in the integration of academics and social emotional learning to ensure that students not only receive rigorous academic outcomes but also develop the skills, resilience, and sense of belonging needed to thrive in school and beyond,” Norris said. “Each component works together to reduce barriers and improve student outcomes.”¶
Norris emphasized the importance of student presence and engagement for academic success, which can be achieved only when students stay in their classrooms. She credits the increased use of “restorative practices,” which rely on relationship-building, empathy, and accountability rather than punitive measures, to focus on the root causes of students’ behavioral issues.¶
“This approach results in students receiving support earlier, keeping students connected to schools, and, therefore, protecting instructional time,” Norris said.¶
