All people in North Carolina are supported by a K-12 educational system that values diversity, equity, and inclusion for its students, faculty, staff and communities.

School disciplinary action is a strong predictor of student academic performance and high school completion. Less education can lead to fewer opportunities for high-paying employment that provides health insurance and access to other social support. HNC 2030, p. 42

Across North Carolina exclusionary discipline (suspension and expulsion) is disproportionately higher for students belonging to racial and ethnic minorities than for white students. Although nearly half of the NC student population is white, it was found that for every 10 African American students there were on average 3 short-term suspensions compared to less than 1 short-term suspension for every 10 white and Hispanic students. African American and American Indian girls were more likely to be suspended than their white counterparts. Clear racial disparity exists for targets of exclusionary discipline despite studies showing that no inherent difference in student behavior can be attributed to race or ethnicity. Students in special education programs account for 24% and boys represent nearly 66% of all suspensions. Current 2030 goals are to reach a rate of 0.80 suspensions for every 10 students (the approximate rate for white and Hispanic students). Meeting this goal is largely dependent on eliminating the targeting of minority students. HNC 2030 pp. 42-43

• Develop collaborative learning groups for schools to share best practices
• Develop statewide system of restorative justice programs
• Enhance recruitment and retention efforts for black and brown educators
• Include suspension rate in measures of school quality
• Promote non-exclusionary approaches to discipline
• Provide informational resources for schools on how to reduce disciplinary actions
• Train teachers, administrators, school resource officers, and others working with students on implicit bias

NC Department of Public Instruction

• Economic Mobility: Job market (income); Savings rate; Ownership (home, business, investment)
• Study the Road to Zero Wealth - https://ips-dc.org/report-the-road-to-zero-wealth/
• Study Economic Mobility https://scholar.harvard.edu/files/hendren/files/mobility_geo.pdf
• DHHS, in partnership with a diverse set of stakeholders, developed a standardized set of SDOH screening questions.
  • Food insecurity
  • Housing instability
  • Lack of transportation
  • Interpersonal violence

https://www.ncdhhs.gov/about/department-initiatives/healthy-opportunities/screening-questions