# data[].attributes.body
This quote is impactful, which states "To create physically safe and emotionally supportive environments for all students, schools must adopt evidence-based approaches such as restorative justice that can be used to build and repair relationships while also holding students accountable for their actions”.
-  Schools adopt measures that harm a student’s social, emotional, academic, and in some cases, physical health and well-being.
- When positive discipline policies and practices use a race-equity lens and are fairly implemented, these efforts can not only create safe and inclusive learning environments, but also support students’ holistic development.
- Harsh discipline practices, such as corporal punishment, restraint, and seclusion can result in serious and life-threatening physical injuries. These and other practices, such as hardening measures (e.g., metal detectors and school police) and exclusionary discipline (e.g., suspensions and expulsions), create even more academic and psychological harms and have been linked to the school-to-prison pipeline.

You can download the full version of this article for free.

# data[].attributes.attachment_link.title
How School Discipline Impacts Students’ Social, Emotional and, Academic Development (SEAD) - The Education Trust

# data[].attributes.attachment_link.description
Last year, Mississippi schools used corporal punishment 4,300 times — and the impact affects more than the students experiencing…

# data[].attributes.headline
Pros and Cons of Disciplinary Policies in Schools 

# data[].attributes.subject
Pros and Cons of Disciplinary Policies in Schools 

# data[].attributes.body
Pros:
- Creates a safe environment where students feel protected from bullying, harassment, and violence
- Prevents disruption and chaos by minimizing disruptive behaviors, ensuring that valuable teaching time is maximized
- Instills moral values and character development like honesty, integrity, respect, and responsibility
- Teaches essential life skills like self-control, time management, and perseverance
- Promotes a conducive learning environment by setting  clear boundaries and expectations for behavior, enabling students to feel safe and secure in their educational environment

Cons:
- Restricts individuality and creativity by strict adherences to rules and conformity can hinder students’ ability to express themselves and explore unique ideas, potentially limiting their personal growth and innovation
- May lead to fear and anxiety like fear of punishment may discourage students from taking risks, asking questions, or participating actively in the learning process
- Potential for unfairness and bias by being applied unfairly, leading to biases based on race, gender, or socio-economic status which widens the achievement gap
- Can create a culture of secrecy like discourage students from reporting incidents or seeking help for fear of repercussions which can cause bullying and harrasment go unaddressed
- Potential for negative teacher-student relationships by students perceiving their teachers as enforcers rather than mentors, leading to a lack of trust, engagement, and collaboration in the classroom

# data[].attributes.attachment_link.readable_text
Pros And Cons Of Discipline In Schools

Discipline is an integral part of the education system. It refers to a set of rules and regulations designed to maintain order, ensure safety, and promote learning within schools. While some argue that strict discipline policies are necessary for maintaining a productive learning environment, others contend that such policies can be counterproductive and hinder student development. This article aims to explore the pros and cons of discipline in schools, as well as alternative approaches that educators can take.

On one hand, proponents of strict discipline policies argue that they help create a safe and orderly learning environment by setting clear expectations for behavior. By establishing consequences for misbehavior, students learn accountability and responsibility for their actions. Furthermore, adhering to a structured routine promotes consistency in the classroom and helps students develop self-discipline skills that will serve them well throughout their lives.

However, detractors point out that overly harsh punishment systems may lead to negative outcomes such as increased absenteeism or dropping out altogether due to feelings of alienation or disengagement from school culture. Ultimately, striking a balance between enforcing discipline while still fostering growth and development requires careful consideration from educators at all levels.

Pros of Discipline In Schools

1. Promotes a conducive learning environment: Discipline in schools helps create a structured and orderly environment that enhances students' focus, attention, and overall learning experience. It sets clear boundaries and expectations for behavior, enabling students to feel safe and secure in their educational environment.

2. Teaches essential life skills: Discipline instills important life skills such as self-control, responsibility, time management, and perseverance. These skills are crucial for success not only in academics but also in personal and professional life, helping students develop a strong work ethic and the ability to overcome challenges.

3. Improves academic performance: A disciplined classroom environment allows for better instruction and classroom management, leading to improved academic performance. With fewer disruptions and distractions, teachers can effectively deliver lessons, and students can engage in meaningful learning activities.

4. Prepares students for future success: Discipline in schools helps prepare students for the demands and expectations of the real world. It teaches them to adhere to rules, respect authority figures, and develop a sense of responsibility, which are essential qualities for success in higher education, careers, and relationships.

5. Enhances social skills and teamwork: Discipline fosters a sense of community and cooperation among students. By promoting respectful behavior, empathy, and cooperation, it enables students to develop positive social skills, build healthy relationships, and work effectively in teams.

6. Creates a safe environment: Discipline in schools contributes to a safe and secure environment where students feel protected from bullying, harassment, and violence. Clear rules and consequences discourage misconduct and promote a culture of respect and accountability.

7. Prevents disruption and chaos: Effective discipline practices minimize disruptive behaviors, ensuring that valuable teaching time is maximized. By addressing behavioral issues promptly and consistently, schools can maintain a harmonious atmosphere that benefits all students.

8. Instills moral values and character development: Discipline provides a platform for instilling moral values and character development. Through consistent reinforcement of positive behaviors, students learn important values such as honesty, integrity, respect, and responsibility.

9. Promotes equity and fairness: Discipline policies, when implemented correctly, can contribute to fairness and equality in schools. It ensures that all students are treated consistently and that their rights and well-being are protected.

10. Prepares students for civic responsibilities: Discipline helps students understand their rights and responsibilities as members of a larger community. It promotes civic engagement and encourages students to become responsible citizens who contribute positively to society.

Cons of Discipline In Schools

1. Restricts individuality and creativity: Overemphasis on discipline may stifle individuality and creativity among students. Strict adherence to rules and conformity can hinder students' ability to express themselves and explore unique ideas, potentially limiting their personal growth and innovation.

2. May lead to fear and anxiety: Excessive discipline or harsh punishments can create a climate of fear and anxiety among students. Fear of punishment may discourage students from taking risks, asking questions, or participating actively in the learning process, resulting in a negative impact on their overall educational experience.

3. Potential for unfairness and bias: Discipline policies can sometimes be applied unfairly, leading to biases based on race, gender, or socio-economic status. This can perpetuate existing inequalities and contribute to a disproportionate punishment of certain groups of students, further widening the achievement gap.

4. Lack of individualized approach: A rigid discipline system may fail to address the unique needs and circumstances of individual students. Not all students respond to the same disciplinary methods, and a one-size-fits-all approach may overlook underlying issues or miss opportunities for personalized interventions.

5. May discourage critical thinking and autonomy: Strict disciplinary measures can discourage students from questioning authority or engaging in critical thinking. An excessive focus on obedience and compliance may hinder the development of independent thought and the ability to challenge existing norms and ideas.

6. Potential for negative emotional impact: Harsh disciplinary practices, such as public humiliation or corporal punishment, can have long-lasting negative emotional effects on students. It can damage self-esteem, create resentment, and strain relationships between students and teachers.

7. Lack of focus on root causes: Discipline often addresses the symptoms of behavioral issues without addressing the underlying causes. Without addressing the root causes of misbehavior, discipline alone may not lead to long-term behavior change or personal growth.

8. Can create a culture of secrecy: Strict discipline policies may discourage students from reporting incidents or seeking help for fear of repercussions. This can lead to a culture of secrecy and silence, where issues such as bullying or harassment go unaddressed, further compromising student well-being.

9. May prioritize compliance over understanding: In some cases, an excessive focus on discipline can prioritize compliance with rules over genuine understanding of the material. Students may be more concerned with meeting behavioral expectations rather than fully grasping the content being taught.

10. Potential for negative teacher-student relationships: If discipline is overly punitive or authoritarian, it can strain teacher-student relationships. Students may perceive their teachers as enforcers rather than mentors, leading to a lack of trust, engagement, and collaboration in the classroom.

The Benefits of Strict Discipline Policies

The implementation of strict policies aimed at regulating student behavior has been shown to enhance school safety and promote a conducive learning environment. Schools that have a clear and consistent set of rules and regulations are able to establish order, which helps minimize disruptive behavior from students.

This promotes an atmosphere where students can focus on their studies without being distracted by unruly classmates. Additionally, the presence of consequences for misbehavior serves as a deterrent for would-be troublemakers.

One major benefit of strict discipline policies is their positive impact on academic performance. When students know what is expected of them and understand the consequences for not meeting those expectations, they are more likely to stay focused on their studies.

Schools with effective discipline policies tend to see higher levels of student engagement in class, as well as improved attendance rates. Moreover, teachers are better positioned to deliver quality instruction when disruptions are kept to a minimum.

Despite these benefits, there are also potential drawbacks associated with strict discipline policies in schools. For instance, some argue that such policies may lead to overly harsh punishments or contribute to the criminalization of minor offenses committed by students.

Furthermore, if disciplinary actions are perceived as unfair or biased against certain groups (e.g., racial minorities), it can erode trust between students and school staff.

In conclusion, while strict discipline policies can have numerous benefits for promoting safety and maintaining order in schools, it is important for educators and policymakers to strike a balance between enforcing rules fairly and not creating an overly punitive environment that harms rather than helps students.

By prioritizing the welfare of all students and ensuring that disciplinary measures align with best practices in education research, schools can create environments that foster both academic success and social-emotional growth among learners.

The Drawbacks of Strict Discipline Policies

Research indicates that overly rigid approaches to behavior management in educational settings can result in negative psychological and emotional outcomes for students.

Strict discipline policies can lead to a fear-based learning environment, where students are more concerned about avoiding punishment rather than engaging in their own learning experiences. This can create anxiety, stress, and low self-esteem, which have been linked to poor academic performance.

Furthermore, strict discipline policies can strain student-teacher relationships. Teachers who focus solely on enforcing rules tend to be less approachable and less likely to build positive relationships with their students. Research suggests that strong teacher-student relationships are crucial for academic success as they help foster trust, open communication channels, and support the development of social skills.

In conclusion, while some level of discipline is necessary to maintain order in schools, overly strict approaches may do more harm than good. It is important for educators to strike a balance between maintaining order and creating an environment that fosters positive growth and development in their students.

By focusing on building healthy student-teacher relationships based on mutual respect and understanding, teachers can create a safe space where students feel comfortable expressing themselves openly without fear of repercussion or judgment.

Alternatives to Strict Discipline Policies

This discussion aims to explore alternatives to strict discipline policies in schools.

Restorative justice, positive reinforcement, counseling, and support are among the viable options that can replace punitive measures.

These alternative approaches prioritize the well-being of students and focus on addressing underlying issues that may contribute to disruptive behavior instead of just punishing them.

Restorative Justice

Restorative Justice approaches in the educational system have gained traction as a means of promoting accountability and conflict resolution between students and teachers. This approach emphasizes repairing harm caused by negative behavior, rather than solely punishing the offender. It involves bringing together all parties affected by an incident to discuss the harm caused, identify underlying issues, and collectively decide on steps to repair the harm done.

Restorative justice programs aim to create an environment where students feel safe and heard, leading to increased student engagement and community involvement. Restorative justice has proven successful in reducing suspension rates and improving school climate. By addressing root causes of misbehavior rather than simply punishing it, restorative justice can lead to more positive outcomes for both students and teachers.

Additionally, this approach teaches valuable conflict resolution skills that can be used outside of school settings. However, implementing restorative justice programs requires significant resources including trained staff members who are equipped to facilitate these conversations effectively. Despite these challenges, many schools have found success with restorative justice programs as a way to promote accountability while fostering positive relationships between students and educators.

Positive Reinforcement

Positive reinforcement has gained attention in the educational system as a means of promoting desired behavior by providing rewards or incentives, and is often used in conjunction with restorative justice approaches.

This approach focuses on recognizing and rewarding positive behavior rather than solely punishing negative behavior. Positive reinforcement can take many forms, such as verbal praise, tokens or points that can be exchanged for rewards, or privileges like extra recess time.

Research has shown that positive reinforcement can effectively modify behavior in students of all ages. By rewarding desired behaviors, students are more likely to repeat those actions in the future, leading to long-term behavioral changes.

Additionally, positive reinforcement helps to create a positive learning environment where students feel valued and supported. However, it is important for teachers to ensure that the rewards are meaningful and appropriate to avoid creating an extrinsic motivation that may not lead to genuine long-term changes in behavior.

Overall, incorporating positive reinforcement into classroom management strategies can be an effective tool for promoting positive student behaviors and creating a supportive learning environment conducive to academic success.

Counseling and Support

Navigating the challenges that arise in the emotional and mental well-being of students is a complex journey, but incorporating counseling and support services within educational systems can provide a much-needed lifeline for those struggling to cope with personal issues.

Mental health support can offer an avenue for students who are dealing with anxiety, depression, or other forms of mental illness to receive guidance on how to manage their conditions while keeping up academically. Additionally, academic counseling can help students who may be struggling with time management, study skills, or any other aspect of their academic life.

Through individualized sessions with trained professionals such as school psychologists or counselors, students can learn coping mechanisms that address both short-term and long-term concerns affecting their mental health. Moreover, academic counseling can help identify areas where a student may need additional support as well as develop strategies to improve overall performance.

By providing these resources to students, educational institutions show a commitment not only to academic excellence but also to the holistic development of young people under their care.

The Impact of Discipline Policies on Student Development

Research has shown that the implementation of certain disciplinary policies in educational institutions can have significant and long-lasting effects on the overall development and well-being of students. While some discipline strategies may be effective in reducing problematic behaviors, they may also have negative consequences for student development.

For instance, harsh disciplinary measures such as suspension or expulsion can lead to adverse outcomes such as lower academic performance, increased dropout rates, and involvement in juvenile delinquency. Moreover, cultural differences play a critical role in how students respond to disciplinary policies. Minority students are likely to experience more severe punishment compared to their peers due to implicit biases held by school staff and administrators.

This disparity can create a sense of alienation among affected students leading them to develop negative attitudes towards school environments. In contrast, white students who exhibit similar problematic behaviors may receive less severe punishments or even escape discipline entirely. It is crucial for schools to adopt evidence-based discipline strategies that prioritize restorative justice approaches rather than punitive ones.

Restorative justice focuses on repairing harm caused by inappropriate behavior while holding the offender accountable for their actions through dialogue and mediation with those affected by their actions. By prioritizing this approach over traditional punitive measures, schools can foster a supportive learning environment where all students feel valued and respected regardless of their ethnic background or socio-economic status.

Finding a Balance

This discussion aims to explore the concept of finding a balance between discipline and creativity, order and freedom, as well as accountability and support in educational settings.

Balancing these elements is essential for creating an environment that fosters both academic excellence and personal growth in students.

By examining the advantages and drawbacks of each factor, educators can develop effective strategies for maintaining equilibrium while promoting student success.

Balancing Discipline and Creativity

Maintaining a delicate equilibrium between the enforcement of regulations and fostering an environment that encourages imaginative thinking is a challenge that requires careful consideration in educational settings. Addressing creativity and student engagement is crucial to ensure discipline policies do not stifle students' potential for innovation. Schools should aim to strike a balance between maintaining order and allowing for creative freedom, as this can lead to more fulfilling educational experiences.

To achieve this balance, schools may consider incorporating alternative forms of discipline that are less restrictive, such as peer mediation or restorative justice practices. These methods encourage students to take responsibility for their actions and help them understand how their behavior affects others.

Additionally, teachers can incorporate hands-on activities or project-based learning into their curriculum to provide opportunities for students to express themselves creatively while still adhering to academic standards. By doing so, schools can create an environment where students feel valued and motivated to engage with their coursework without feeling stifled by overly strict discipline policies.

Balancing Order and Freedom

In maintaining a balanced classroom environment, discipline should be applied without sacrificing the students' creativity and autonomy. However, this balance is not easy to achieve as teachers must navigate between order and freedom in their classrooms.

Balancing order and freedom means that while teachers maintain structure and discipline in the classroom, they also give students enough space to exercise their autonomy. The ideal situation is where students are given some level of control over their learning process while still adhering to set rules and regulations.

This approach requires a teacher who can effectively communicate these expectations to students, help them understand how they fit into the larger picture, and motivate them to take responsibility for their actions. If done correctly, this strategy creates an environment where students feel safe enough to express themselves creatively while also respecting others' boundaries.

Balancing Accountability and Support

Achieving balance between accountability and support in the classroom is like walking a tightrope, where teachers must provide structure and guidance while also nurturing students to take risks and grow. To achieve this balance, it is essential for teachers to receive proper training on effective discipline strategies that promote self-regulation and positive behavior.

This includes understanding the root causes of student misbehavior, setting clear expectations, providing consistent consequences, and reinforcing positive behaviors.

Furthermore, parental involvement plays a crucial role in balancing accountability and support. Parents can reinforce positive behaviors at home by modeling appropriate conduct and supporting their children's education. They can also work with teachers to establish open communication lines, discuss any concerns or challenges their child may be facing, and collaborate on solutions that foster growth and development.

By working together with parents as partners in education, teachers can create a supportive learning environment that fosters academic success while instilling important life skills such as responsibility, decision-making, and self-discipline.

Frequently Asked Questions

How do discipline policies vary across different schools and educational systems?

Comparing approaches to discipline policies across different schools and educational systems can yield interesting findings. According to a study by the National Center for Education Statistics, public schools in the United States vary widely in their use of disciplinary actions.

For example, while some schools rely heavily on suspension and expulsion as punishment for misbehavior, others opt for more restorative justice practices such as counseling or community service. This variance highlights the impact that different approaches to discipline can have on student learning outcomes.

While harsh punishments may temporarily curb disruptive behavior, they do not address underlying issues or teach students how to behave appropriately in the future. On the other hand, restorative justice practices aim to repair harm caused by misbehavior and promote positive relationships between students and adults, ultimately leading to a more positive school environment conducive to learning.

What are the long-term effects of strict discipline policies on student behavior and attitudes towards authority?

Strict discipline policies in schools can have long-term effects on students' behavior and attitudes towards authority.

Research suggests that such policies may lead to negative mental health outcomes, including anxiety and depression.

Moreover, the focus on punishment rather than positive reinforcement can hinder academic performance by creating a fear-based learning environment.

Students who feel intimidated or anxious are less likely to participate in class or take risks with their learning, which ultimately impacts their academic success.

It is important for schools to consider the potential consequences of strict discipline policies and find a balance between maintaining order and promoting positive behaviors through supportive measures.

How can teachers and administrators effectively implement alternative discipline strategies, such as restorative justice and positive reinforcement?

Effective implementation of alternative discipline strategies, such as Restorative Circles and Rewards System, requires a shift in the traditional disciplinary approach.

Restorative Circles are one such strategy that involves bringing together students who have conflict or misbehaved and allowing them to share their perspectives, listen to others' viewpoints, and collaborate on finding solutions. The process aims to foster relationships, build empathy and understanding among students while promoting accountability without punishment.

Additionally, a Rewards System can be used to incentivize positive behavior by recognizing good conduct through various means like verbal praise or tangible rewards.

The effectiveness of these alternative strategies depends on the willingness of teachers and administrators to adopt a more proactive approach towards preventing negative behavior rather than reacting after it occurs.

What role do parental involvement and community support play in promoting positive student behavior and reducing the need for strict discipline policies?

Efforts to promote positive student behavior and reduce the need for strict discipline policies have increasingly focused on the role of parental involvement and community support.

Parental involvement refers to a range of activities that parents can undertake to support their children's education, including attending school events, volunteering in classrooms, and communicating with teachers about their child's progress.

Community engagement involves working with local organizations and stakeholders to build partnerships that support student learning and well-being.

By promoting these forms of engagement, schools can create a more supportive environment where students feel valued and motivated to succeed.

While there are many challenges associated with implementing these strategies effectively, research suggests that they can be effective in reducing disciplinary problems while also improving academic outcomes for students.

How can schools ensure that discipline policies are equitable and do not unfairly target certain students, such as those from marginalized or disadvantaged backgrounds?

Equitable solutions must be implemented to ensure that discipline policies in schools do not unfairly target marginalized students. These students are often disproportionately affected by strict disciplinary measures, leading to higher rates of suspension and expulsion.

Schools can address this issue by implementing restorative justice practices, which focus on repairing harm caused by misbehavior rather than simply punishing it.

Additionally, schools should provide teachers with cultural competency training to help them understand the experiences and backgrounds of their diverse student populations.

By taking proactive steps towards creating more equitable discipline policies, schools can promote a safe and supportive learning environment for all students.

Conclusion

In conclusion, the implementation of strict discipline policies in schools has both advantages and disadvantages. While it can improve student behavior and create a safer learning environment, it may also lead to negative consequences such as increased anxiety and resentment among students.

Alternatives to strict discipline policies, such as restorative justice practices or positive behavior interventions, may be more effective in promoting positive student behavior.

It is important for school administrators and teachers to find a balance between maintaining order and fostering a supportive learning environment. Like walking on a tightrope, finding this balance requires careful consideration of the needs of both students and educators.

Ultimately, by prioritizing the well-being of their students, schools can create a positive academic atmosphere that promotes growth and success for all.

# data[].attributes.attachment_link.title
20 Pros and Cons of Discipline in Schools 2023 | Ablison

# data[].attributes.attachment_link.description
Discipline in schools can be a double-edged sword, as it can promote order and respect, but also lead to negative consequences such as anxiety and resentment among students.

# data[].attributes.headline
How COVID-19 Affected Disciplinary Policies 

# data[].attributes.subject
How COVID-19 Affected Disciplinary Policies 

# data[].attributes.body
- Student suspensions, both in and out-of-school, have declined from their pre-pandemic levels, according to research by Richard Welsh, an associate professor of education and public policy at Vanderbilt’s Peabody College of Education
- More districts have turned to restorative justice these days, realizing that students need extra support now, as they recover from the trauma and disruption of the pandemic
- Racial disparities in school discipline data have long shown that Black and Latinx students, economically disadvantaged students, and those with disabilities are suspended at higher rates than most others. That hasn’t changed much today, even with the overall reduction in suspensions

# data[].attributes.attachment_link.readable_text
When students returned to Kansas City, Mo., public schools after the pandemic, they came back with higher levels of trauma and anxiety, which led to more conflicts and less impulse control. All of that together created an environment for heightened behavioral issues, according to Lateshia Woodley, the district's former assistant superintendent of student support.

But the district had already been working to become trauma-informed and had put into place restorative justice practices. The combined strategies meant that educators worked to understand students' trauma, and to help them resolve conflicts on their own in small groups, before resorting to suspension or expulsion to address behavior incidents. And that has long been seen as important, because research has found that out-of-school suspensions fall heavier on some student groups, such as students of color or low-income students, cutting their access to instruction and limiting future opportunities.

With its discipline supports in place, the Kansas City district saw an overall decline in discipline incidents in 24 of 35 schools in the district in the 2021-22 school year, compared with 2019-20. (Only 32 schools had complete data for both years.)

That pattern repeated itself across the country as student suspensions, both in and out-of-school, have declined from their pre-pandemic levels, according to research by Richard Welsh, an associate professor of education and public policy at Vanderbilt's Peabody College of Education. The steep drop slowed, though, in 2021-22 as students returned to in-person learning. But Welsh believes the pre-pandemic suspension numbers would have rebounded by now were it not for districts like Kansas City turning to restorative justice and other non-punitive practices over the past five years.

Using state-level data, interviews with district leaders, and media reports about discipline, Welsh put together one of the first looks at school discipline and its reshaping over the course of the pandemic. His findings help fill a gap because the most comprehensive dataset on school discipline, which is compiled every two years by the Office of Civil Rights, has not been published since 2019.

More districts have turned to restorative justice these days, realizing that students need extra support now, as they recover from the trauma and disruption of the pandemic, Welsh said. And some, like Kansas City, that had been implementing those practices saw the benefits when students returned to the building, even with the spike in behavioral incidents.

"Suspending students is not the answer, because what are they learning from that experience?" Woodley said. "What restorative circles and the restorative process do is allow students to be reflective of their behavior, to get the skills necessary to implement change in those behaviors going forward."

Districts committing to restorative justice have shown good results

Kansas City Schools' discipline overhaul started six years ago, when two teachers, Reginald Berry and Sarah Eblen, took it upon themselves to fund their own restorative justice training.

"The discipline practices the school was using just didn't feel right to us," Eblen said. "They kept taking our kids when we wanted to keep them. So we would say, 'we're really worried about this kid' and they would get suspended for two days."

They saw immediate results after initiating restorative circles and other initiatives for two 8th grade classrooms at Southeast High School. The students had 12 percent higher attendance than the rest of the school, and about 20 percent fewer discipline incidents, Eblen said.

Berry stopped teaching and focused on training others interested in becoming restorative justice coordinators, and Eblen joined him a year later. They have now trained 12 other teachers in the district and hope to place one coordinator dedicated to this work in each of the 35 public schools in Kansas City in the next three years.

"A lot of the schools came back and they came back in [restorative justice] circles," Berry said. "They came back working on building up their community, because we've been apart for so long. And I think that's what helped out."

"You can't do conflict resolution work without a community building, because you're holding [the students] accountable to the community," Eblen added. "So you have to build that community first."

The district uses three tools to implement its restorative strategy: restorative justice circles, restorative conferences, and mediations.

Restorative circles allow students and staff to come together and discuss student behavior issues and find solutions; restorative conferences try to identify who was harmed and how to make it right; and mediations are based on conflict resolution between two or more parties involved in the issue.

The entire district's staff is trained in addressing conflicts with questions such as "what happened, who was harmed, and how do we make it right?" Eblen said. Support circles are also available for students to build community, separate from conflict resolution circles.

Racial inequities in discipline still need addressing

Racial disparities in school discipline data have long shown that Black and Latinx students, economically disadvantaged students, and those with disabilities are suspended at higher rates than most others. That hasn't changed much today, even with the overall reduction in suspensions.

"What we're seeing with a lot of the programs, such as restorative justice, is that it does not differentially benefit the students who are bearing the burden of school discipline," Welsh said.

"Oftentimes there's evidence that these programs actually benefit white students more than Black students. So we'd have a reduction in the rates, we might move from 8 [percent] to 5 percent overall as a district or state, but Black students are still being suspended at higher rates than their white counterparts."

The Kansas City school system has also seen this racial disparity in discipline, especially when comparing the predominantly Black student body to statewide data that includes discipline rates for white students, Berry said.

The district has been trying to address this by creating affinity spaces based on race, gender, sexuality or intersectional groups. "This way, [students] can connect, share concerns, advocate for themselves and resolve conflicts," he said.

"We're up against 100 years of bad education practices, especially discipline practices," Eblen said. "So, we have to build systems that support those people on the ground, or they burn out so quick."

# data[].attributes.attachment_link.title
Here's How the Pandemic Changed School Discipline

# data[].attributes.attachment_link.description
Students were suspended less frequently but Black, poor, and disabled students were punished at higher rates after the pandemic.

# data[].attributes.headline
Schools Feel Pressure to Reassess Disciplinary Policies Including a Role for Police

# data[].attributes.subject
Schools Feel Pressure to Reassess Disciplinary Policies Including a Role for Police

# data[].attributes.body
This is a podcast that you can listen to or you can read the transcript of the conversation. I find this resource to be beneficial to hear from the persepctive of people who work in schools. This interview is based in Seattle and is about a high school located there. It talks about shootings and about the police being involved.

# data[].attributes.attachment_link.readable_text
STEVE INSKEEP, HOST:

Over the past school year, teachers and principals say they've been dealing with disruptions, violence and threats. They report fights, kids smuggling weapons into classrooms and trouble maintaining discipline. Many of these schools have been trying not to kick students out. So now some talk of bringing police back in. NPR's Martin Kaste reports.

MARTIN KASTE, BYLINE: This is Ingraham High School on the north end of Seattle.

(SOUNDBITE OF LONG ELECTRONIC BEEP)

KASTE: And just inside the entrance, there's a poster - a memorial. It says, REST EZ EB, a reference to a 17-year-old boy named Ebenezer shot to death in the school hallway. That was in November. The flowers taped to the poster are now wilted. But the memories are still vivid.

MAKE GALLITELLI: I fear every day. You know, I really fear.

KASTE: Outside the school, Make Gallitelli recalls rushing here with other anxious parents. Her freshman daughter had heard the gunshots but was OK. And since then, many of the parents have been pressing the school district to explain what happened and to review its policies for discipline and safety since the pandemic.

GALLITELLI: I believe that there is a lot of health issues and emotional issues in the youth, in adults and everything. We're seeing it. But I also believe that there is permissiveness in schools.

KASTE: Similar complaints have been heard around the country this school year, from Brevard County, Fla., where Sheriff Wayne Ivey held a press conference outside his jail denouncing students who'd attacked local school staff...

(SOUNDBITE OF ARCHIVED RECORDING)

WAYNE IVEY: Quite frankly, they're not worried about getting in trouble. They know nothing's going to happen to them. They know they're not going to be given after-school detention. They're not going to be suspended. They're not going to be expelled.

KASTE: ...To Portland, Ore., where a seventh grader told the school board about how another student had held a blade to her throat and then was allowed back to the same school building.

(SOUNDBITE OF ARCHIVED RECORDING)

UNIDENTIFIED STUDENT: I'm not asking. I am not begging. I am demanding that you take charge and provide for students' safety. Do something. Don't wait for someone to get killed.

(APPLAUSE)

KASTE: At Ingraham High in Seattle, parents focused on reports that the alleged shooter had been caught one month earlier with a hunting knife and a realistic-looking BB gun. NPR member station KUOW uncovered internal school communications about the incident. At least one staffer asked if the boy shouldn't be expelled, but he just got suspended for 2 1/2 days. Seattle schools would not do an interview about this case, but the district has been trying to de-emphasize certain punishments in recent years. It's part of a national movement.

RACHEL PERERA: Research shows that suspensions and expulsions can have a negative effect on students.

KASTE: Rachel Perera studies K-12 education policy at the Brookings Institution. Since the Obama administration, she says, schools have recognized that exclusionary punishments are used more often against students of color, something critics call the school-to-prison pipeline. Perera says the trend away from this is a good thing, but it may now be running into some headwinds.

PERERA: I do worry about that because we're seeing lots of reports both in the media and in surveys of educators that they are facing more acute behavioral challenges.

KASTE: And it's not that principals want to start expelling more kids again.

SCOTT SEAMAN: I don't disagree with the movement. We were disproportionately suspending students of color for decades.

KASTE: Scott Seaman runs the Association of Washington School Principals. He says what he's been hearing around his state and the country is that after the pandemic, districts have failed to provide enough alternatives, such as more counseling and programs known as restorative justice.

SEAMAN: The problem now is now you've got a whole bunch of students bottled up in the system with no additional resources to deal with the issue.

KASTE: And this worry about troubled kids being bottled up leads to another question - when should the schools turn to the police? During the George Floyd protests of 2020, many big-city school districts made a point of ending their police in the schools programs. Portland, Ore., was one of those.

HENRY CALLAHAN: We have a very - a school that doesn't always support law enforcement.

KASTE: Henry Callahan is a junior at Cleveland High School. A student was shot in December, and Callahan later did a story for the student paper about the possibility of bringing police back.

CALLAHAN: We were expecting a lot of people to be like, yeah, no, absolutely not.

KASTE: Instead, he found that opinions had softened.

CALLAHAN: We saw, honestly, a lot more of the students voicing like, yeah, you know what? It might be necessary. Or, we think it is time, you know.

KASTE: Some parents petitioned the school district to rebuild its ties with the police, and the board is now planning to bring officers closer to schools, but not necessarily back into schools. Jacque Dixon is the vice president of the Portland Association of Teachers. She says most of her colleagues prefer to keep the cops on the outside.

JACQUE DIXON: There is research out there that suggests having a police presence in schools can be harmful to students and cause them to feel like they don't want to be in that environment.

KASTE: But other districts have brought police back inside, often after violence. In Denver, when a student shot two administrators in March, the mayor said removing officers from schools had been, quote, "a mistake." Mo Canady is the executive director of the National Association of School Resource Officers, known as SROs.

MO CANADY: The ranks of SROs are growing once again.

KASTE: He says that often happens after a high-profile school shooting. But this year it may also have to do with the big increase in the number of first-time gun buyers during the pandemic and police warnings about more unsecured guns being left where kids can get to them. Canady says this is where a school needs a trained police officer.

CANADY: We don't need school administrators having to be tasked with searching someone for a gun. That's not fair to them.

KASTE: Back in Seattle, the district is not ready to station officers inside schools. And that's all right with Ingraham parent Make Gallitelli. She doesn't think a school-based cop could have prevented the fatal shooting here. And she's also a believer in finding ways to avoid suspending or expelling kids. But once there's a weapon, she draws the line.

GALLITELLI: That child needs to be treated with respect, but find a way - somehow remove that child from the rest of the students because that child represents a threat.

KASTE: District administrators have been meeting with her and other parents privately to try to reassure them about safety. And just a few weeks ago, when an online video showed a student flashing a gun in the school's parking lot, they quickly called the police to confiscate the weapon.

Martin Kaste, NPR News.

Copyright © 2023 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR's programming is the audio record.

# data[].attributes.attachment_link.title
Schools feel pressure to reassess disciplinary policies including a role for police

# data[].attributes.attachment_link.description
Schools are reporting more disruptions and violent behavior. It has provoked fears, frustration and a reevaluation of whether police should be stationed inside schools.

# data[].attributes.headline
Platform for Changing School Disciplinary Policies 

# data[].attributes.subject
Platform for Changing School Disciplinary Policies 

# data[].attributes.body
- Schools must reject the one-size-fits-all prearranged set of sanctions laid out in zero tolerance policies and instead promote discipline policies that provide individualized assessments and interventions that are appropriate to ensure a safe learning environment
- Schools must focus on prevention and effective intervention as responses to disciplinary issues.  Positive Behavioral Interventions and Supports,[6] peer juries, restorative justice processes,[7] diversion, mentoring, mental health counseling, and restitution can be particularly effective in improving school safety and promoting positive youth development
- Schools must reduce their reliance on expulsion
- Schools must not suspend or expel youth for truancy or tardiness
- Youth must not be expelled to the streets.  Expelled youth and youth with long-term suspensions must be provided with quality alternative educational opportunities
- All information and notifications of disciplinary action and hearings must be translated into the appropriate language to ensure that youth and parents fully understand the process and outcomes
- In general, suspensions, expulsions, or other changes in placement should not be imposed on special education students for misconduct that is related to a student’s disability
- Schools must work to identify any racial, ethnic, or other disparities currently present in disciplinary action and to prevent any disparate racial or ethnic impact

# data[].attributes.attachment_link.readable_text
AUGUST 2011
[Download NJJN's " Safe and Effective School Disciplinary Policies and Practices" as a PDF.]

Education of youth effectively serves as crime prevention; as educational attainment increases, the likelihood of criminal justice involvement decreases.[1] Therefore, it is particularly troubling that across the nation, many schools' discipline policies lead to children and youth being pushed out of schools and actually discourage high educational attainment. Through what is often called the "school-to-prison pipeline," certain discipline policies and practices funnel youth from schools into the justice system by responding to student misbehavior through direct referrals to law enforcement and the courts, as well as through excessive punishment that can lead to school "pushout."

Zero tolerance policies-through which students receive pre-determined punishments for infractions of the rules, regardless of mistakes, ignorance or other mitigating circumstances-may exacerbate the flow of students into the justice system by mandating immediate referrals to law enforcement agencies for a wide range of typical adolescent behaviors.[2] Zero tolerance policies frequently go hand-in-hand with a greatly increased presence of law enforcement officials in schools. Such officials traditionally respond to student misbehavior primarily through arrests and court referrals. While these severe policies are ostensibly intended to increase safety in schools, they can actually have the exact opposite effect, leading to increased levels of unsafe behavior by youth both in and out of schools.[3]

Additionally, current practices too often push students out of their schools and into the juvenile and/or criminal justice systems for behaviors and incidents that would not have led to court involvement in the past.[4] Students who are pushed out of schools-through suspensions, expulsions, arrests, and/or court referrals-suffer disruptions in their education that can escalate poor behavior, drive students to get involved in gangs or engage in dangerous behavior, and dramatically decrease their chances of successfully returning to school and leading productive lives.

Law Enforcement and Discipline Policies

Schools must reject the one-size-fits-all prearranged set of sanctions laid out in zero tolerance policies and instead promote discipline policies that provide individualized assessments and interventions that are appropriate to ensure a safe learning environment.

Schools must not use law enforcement as a response to non-criminal adolescent misbehavior. If students engage in criminal behavior on school grounds, schools must have graduated responses in place, reserving law enforcement for only the most serious offenses.

Schools must establish clear guidelines for school personnel and on-campus law enforcement officials regarding the role of each in responding to youth behaviors and exactly which infractions may lead to court referrals. Referrals to court should be reserved for only the most serious infractions.

To eliminate or curtail the use of mechanical restraints, chemical restraints, corporal punishment, and isolation, law enforcement and school officials must be trained on the traumatic effects of these practices, as well as child and adolescent development, appropriate methods for de-escalation, and safe and effective responses to youth behaviors.

Schools must focus on prevention and effective intervention as responses to disciplinary issues. Positive Behavioral Interventions and Supports,[6] peer juries, restorative justice processes,[7] diversion, mentoring, mental health counseling, and restitution can be particularly effective in improving school safety and promoting positive youth development.

Suspensions and Expulsions

Schools must reduce their reliance on expulsion.

Schools must develop quality in-school alternatives to out-of-school suspension and expulsion that keep students and staff safe, while also ensuring youth remain engaged in their educational program and are appropriately supervised.

Schools that utilize suspensions should ensure suspensions are for the shortest possible duration.[8] Suspended students should be given schoolwork and the opportunity to remain current with their educational program.

Schools must not suspend or expel youth for truancy or tardiness.

Youth must not be expelled to the streets. Expelled youth and youth with long-term suspensions must be provided with quality alternative educational opportunities.

Alternative educational programs must comply with federal, state and local educational standards, keep youth current with their primary educational program, provide adequate supervision, and be age-appropriate.

Schools should not suspend or expel students for off-campus behavior, unless the student is an imminent danger to other students or staff, or unless the behavior occurs during school sponsored or school supervised activities.

Student Rights and Family Engagement

Schools must provide youth and parents with the opportunity to be heard and proactively engage them in the disciplinary process. Youth and parents must be kept informed of the status of the disciplinary process and given a meaningful and timely opportunity to appeal.

All information and notifications of disciplinary action and hearings must be translated into the appropriate language to ensure that youth and parents fully understand the process and outcomes.

Youth facing expulsion or long-term suspension should be entitled to representation by counsel or an advocate. Schools should be required to make written findings as to why the expulsion or suspension was necessary.

Youth who are expelled should have the right to have a periodic and meaningful review of the expulsion decision.

Students with Disabilities

In general, suspensions, expulsions, or other changes in placement should not be imposed on special education students for misconduct that is related to a student's disability. A change in placement for special education students can be made only after a manifestation determination review and proper compliance with federal laws and regulations requiring a Functional Behavioral Assessment, Positive Behavioral Supports, and a Behavioral Intervention Plan.[9]

School discipline guidelines must include information about discipline for special education students and specific parameters for disciplinary action for special education students in accordance with state and federal law.

Data and Racial and Ethnic Disparities (Disproportionate Minority Contact)

Schools and school districts must collect, evaluate and make public non-identifying statistical data (including numbers of referrals to juvenile court, suspension rates, and expulsion rates).

Schools must work to identify any racial, ethnic, or other disparities currently present in disciplinary action and to prevent any disparate racial or ethnic impact.

# data[].attributes.attachment_link.title
Safe and Effective School Disciplinary Policies and Practices: a Policy Platform