Title: Creating Safe Schools: A Comprehensive Approach to School Discipline
Introduction
Ensuring the safety and well-being of students in schools is a pressing issue that requires a comprehensive approach to school discipline. Recent headlines featuring incidents of violence in schools highlight the urgent need for reform in discipline policies. The polarized debate between restorative and exclusionary approaches to misbehavior often dominates discussions, but it is crucial to recognize the shared goal of safe schools. In this article, we will explore the importance of a comprehensive approach to school discipline, considering the impact of student behavior during the pandemic, the backlash against restorative justice practices, the limitations of exclusionary measures, and potential ways forward.
Behavior and the Pandemic
Recent reports indicate a general increase in student misbehavior over the past few years, inversely proportional to the decline observed in previous decades. The COVID-19 pandemic has only exacerbated this trend, as evidenced by surveys among public school leaders and teachers. The negative impact of the pandemic on student behavior is undeniable, leading to disruptions in learning and decreased attendance rates. Students who feel unsafe in school not only have lower attendance rates but also perform poorly in standardized tests. Additionally, teachers who experience threats or physical violence from students are more likely to leave their positions, causing further instability in the educational system.
Backlash Against Restorative Justice
In recent decades, many states and school districts have implemented school discipline reforms that prioritize restorative justice. These reforms focus on building positive relationships, incentivizing good behavior, and preventing misconduct through community-building. However, the continued prevalence of school violence has led to a questioning of restorative justice practices. Some argue that these reforms have inadvertently contributed to school shootings, leading to a pushback against restorative discipline policies. The reduction of restorative justice initiatives and the facilitation of student suspension in various regions indicate a shift towards more punitive measures that prioritize exclusion.
Limitations of Exclusionary Measures
While exclusionary measures like suspensions and expulsions may seem like a straightforward solution to disruptive behavior, they come with their own set of unintended consequences. Research has shown that suspensions are associated with lower academic test scores and increased criminal activity among suspended students. Moreover, there is a disproportionate suspension rate among non-white students, particularly black students, as well as male students and those with disabilities. This disparity raises concerns about the fairness and effectiveness of exclusionary disciplinary practices. Evidence suggests that suspensions and expulsions do not necessarily improve behavior and only 13% of principals believe that suspensions reduce future misconduct.
A Way Forward: Comprehensive Discipline Policies
To achieve safer schools, it is essential to move beyond the dichotomy of restorative approaches versus exclusionary measures. A comprehensive discipline policy should strive to reduce the disproportionate use of suspensions for minor violations while also addressing immediate threats to ensure the safety of students and staff. This balance requires temporary relocation for students who pose imminent danger, providing them with additional support and guidance. Additionally, schools should prioritize creating a positive school climate through effective teaching and strong relationships between students and teachers. By fostering an environment where active learning takes place, many behavioral issues can be prevented.
It is also important to recognize that school safety is influenced by students’ experiences outside of the educational setting. Addressing trauma, violence, and social disruption in homes and neighborhoods through broader public policies can greatly contribute to improving safety in schools. Investing resources and support for schools, educators, and students is crucial in achieving the shared goal of creating safe learning environments.
Conclusion
Creating safe schools requires a comprehensive approach to discipline, going beyond the polarized debate between restorative and exclusionary practices. The negative impact of the pandemic on student behavior highlights the urgency for reform, while the backlash against restorative justice initiatives calls for a reevaluation of their implementation. Exclusionary measures, although sometimes necessary, come with unintended consequences and disproportionately affect certain student groups. A balanced approach that combines restorative practices with appropriate exclusionary measures when necessary, along with efforts to address external factors, has the potential to create safer schools. By prioritizing the well-being and educational experiences of all students, we can build a stronger foundation for their success.
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In Florida, a high school student Knock out a paraprofessional. A 15 year old from Georgia left her teacher with difficulty walking. And a group of students in Texas sent their vice principal to the hospital after an attack.
Youngest Headlines suggest that the 2023-24 school year may not be much different.
Such violence at school disrupts teaching and learning and caused calls for a reform of school discipline policy.
As a political researcher WHO studies safety and discipline in schoolI saw two camps forming with polarized and politicized views on school discipline. On one side are those who seek more restorative responses to misbehavior that emphasize building relationships with students and disciplinary measures that keep children in school. On the other hand, there are calls for greater use of exclusionary and punitive practices such as suspensions.
In my opinion, making schools safer requires that school leaders not engage in this either/or debate. Instead, I believe it is necessary to recognize the shared goal of safe schools and develop a comprehensive approach to achieving that goal.
Behavior and the pandemic
Current reports suggest that these high-profile incidents of violence in schools are part of one general increase in student misbehavior in the last few years. This is in contrast to a decline in recent decades.
This is what the National Center for Education Statistics found out, for example 84% of public school leaders agreed The pandemic had a negative impact on student behavior. Found another survey Two out of three teachers and leaders noticed more student misbehavior in 2021 than in 2019.
Studies have shown this Students who feel unsafe attending school have lower attendance rates than those who attend schools with less violence and misconduct. They also score lower on standardized testsespecially when Classroom lessons are disrupted.
In addition, teachers experience threats or physical violence from students are more likely to leave their positionaccording to a study I co-authored in 2017.
Restorative justice is experiencing backlash
In the last decades States and school districts across the country have adopted school discipline reforms that prioritize peer-teacher relationships, positive incentives for good behavior, and prevention of misbehavior.
These policies are often implemented as part of Restorative justice initiativesFocus on building community and a positive school climate rather than taking children out of school.
However, as school violence continues, these restorative justice reforms are being called into question.
In Nevada, representative of the Clark County Education Association teachers union tried to revise laws Immediately expel students from school because of violence against school staff. The state parliament there passed laws Reducing restorative justice and facilitating student suspension. In San Diego the Commissioner promised to reconsider restorative discipline policies after parent complaints about student safety. Proponents of the policy have claimed that disciplinary reform did this contributed to school shootings.
While restorative practices and other positive interventions can improve student outcomesPrevious research has found that many of these disciplinary reforms are less punitive poorly implemented or less effective than hoped.
In some cases this has meant Students were allowed to remain in school even though it poses a threat to the safety of others.
Suspensions and expulsions are not the solution
Restrictions on restorative practices have led to calls for a return to increased use of suspensions and other punitive measures. In one of the most famous performances, a sheriff from Florida announced in front of a prison Plans for a return to stronger punitive discipline, suggesting more detentions and suspensions are needed. He lamented that students no longer fear being suspended or having their “cheeks ripped off for not doing the right thing in class.”
In some cases it makes sense to remove students who are disrupting class had a positive impact on the performance of other students. But exclusionary school disciplines like suspension and expulsion can have their own consequences unintended consequences on students. For example are suspensions associated with lower academic test scores for those suspended as well as increased crimelike for example criminal activity and arrest.
Additionally, schools suspend a disproportionate number of children who are not white – especially black students. There are also men and students with disabilities more likely that they will be suspended.
Ultimately, there is little evidence that suspensions and expulsions improve behavior. Actually, a current national survey found that only 13% of principals agreed that suspensions reduce future misconduct.
A way forward
Proponents of progressive disciplinary reform and those who advocate for “tough” exclusion policies share a desire for safe schools. Both the sheriff speaking outside the jail and his critics want to prevent children from being incarcerated.
How can policymakers and educators overcome these divisions to achieve safer schools?
First, it can be helpful to acknowledge this effective school discipline policy can include both restorative and exclusionary practices. There is a need to reduce the disproportionate use of suspensions for minor violations. However, it is also true that students who pose an imminent danger to others may need to be temporarily relocated to facilities where they can receive additional support.
Next, schools can focus on strengthening their school climate through excellent teaching positive relationships between students and teachers. We welcome schools where students actively learn can prevent many behavioral situations.
Finally, policymakers may recognize that school safety is compromised Student experiences outside of school. Addressing trauma, violence, and social disruption in homes and neighborhoods through broader public policies has the potential to improve safety in schools.
All of this requires resources and support for schools, educators and students. However, I believe these resources are well spent to achieve the common goal of school safety.
F. Chris Curran is an associate professor of educational leadership and policy, University of Florida.
This article was republished by The conversation under a Creative Commons license. read this original article.
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