Press Release Details
Press Release Message
San Francisco (November 17, 2025) - A new research report from Stanford University has found that San Francisco Unified School District’s (SFUSD) innovative Shoestrings program is making meaningful strides in disrupting racial disparities in early childhood discipline and special education referrals. The study and its findings were recently published in the Social Policy report, a publication of the Society for Research in Child Development.
Launched in 2018, Shoestrings is a 10-week wraparound program that serves preschool to kindergarten students facing behavioral challenges, particularly those at risk of exclusionary discipline or potentially unnecessary Special Education placements. The Stanford Center on Early Childhood’s report, based on interviews with over 60 district stakeholders and surveys from dozens of families, underscores the program’s significant and wide-reaching benefits.
"The Shoestrings program shows us what’s possible when we design with community, not just for community. By centering the voices of families and educators, we’ve seen children thrive, teachers transform their practice, and trust rebuilt. This report affirms what we know to be true, when we invest in culturally responsive, relationship-driven supports early, we change trajectories for children and families,” SFUSD Superintendent Dr. Maria Su said.
Key Findings from the Stanford Study Include:
- Data-Backed Results: According to SFUSD records, 94% of Shoestrings participants have not been suspended. None have been referred to special education for “emotional disturbance,” and only 21% for “other health impairment”—a striking contrast to past district trends.
- Transformational Impacts for Children: Parents report that participation in Shoestrings improved their children's ability to regulate emotions and behaviors and prepared them for school success. Children developed skills through culturally responsive methods—helping them advocate for their needs and connect meaningfully with peers.
- Meaningful Change at the School Level: Teachers and administrators praised Shoestrings for shifting focus away from “fixing” students toward rethinking classroom environments and adult responses. The team’s consistent support and modeling of equitable behavioral strategies contributed to improvements in reliable access to supportive social-emotional and behavioral strategies and resources in classrooms
- Empowered Families, Stronger Partnerships: The study found that 100% of surveyed families felt welcomed and respected by the program, with most reporting increased confidence in their parenting and greater ability to partner with schools. Many parents said it was the first time they truly felt seen and supported by the education system.
- Need for System-Level Changes: Despite these key program strengths, eliminating persistent racial disparities in discipline and special education will require a broader, multilevel approach. Addressing the root causes of disproportionality requires more than the efforts of individual educators, programs, or schools. It demands bold, systemic investment—centered on building authentic, trust-based partnerships with Black families and aligning equitable, strategic behavioral supports from PreK through third grade.
About Shoestrings
Shoestrings is a community-rooted early intervention designed by SFUSD to combat systemic inequities in early education. The program, centered on equity, social-emotional learning, and family empowerment, provides individualized support for students, engages families through therapeutic play and coaching, and partners with educators to reshape classroom environments for equity and inclusion.
About the Research
This study was conducted by Stanford’s SPARK Lab in partnership with SFUSD’s Early Education Department. It was supported by grants from Stanford’s Office of Community Engagement, the Society for Research in Child Development, and the Jacobs Foundation.
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