Behaviour Management through Zero Tolerance Policy - Essay Example

?Literature Review on Behaviour Management through Zero Tolerance Policy Introduction The zero tolerance policy on behaviour management in schools has become widely applied in learning institutions. Some establishments adopted it owing to the philosophical justifications for it. Others feel threatened by an overwhelming threat of violence in their institutions. Certain schools use zero tolerance because it is supported by the authorities. A literature review on the policy is imperative in determining whether these justifications are well-founded. Therefore, the paper will examine evidence for some of the justifications for zero tolerance policy. The literature review will also reveal what the effects of the practice are and whether certain alternatives are necessary. Themes and trends Many of the scholars agree that zero tolerance policies were initially intended for control of violence and drug access in schools. However, these motivations are no longer the key motivation for implementing the policy as they are now applied to minor disciplinary issues. Cornell and Mayer (2010) wanted to establish the framework for school safety and order in their analysis. For this goal, they made use of desk analysis to collect data on the subject matter. They found that many schools responded to gun violence through simplistic solutions like zero tolerance policies. Concerns over perceived uprisings in violence often prompt lawmakers to look for neat and plausible solutions, which are often impractical and wrong. Zero tolerance policies are no longer restricted to the use of firearms in school settings or exposure to illegal drugs. Cornell and Mayer (2010) found that a person can be sent on suspension even for carrying a water pistol or pointing fingers in the shape of gun, at a playmate. Indeed the APA Zero Tolerance Task Force (2008) also echoes these sentiments. The body found that a young girl was suspended because the kitchen knife her mum gave her for her fruit was regarded as a weapon. Likewise, the policy was also applied on a child who had used a mobile phone to talk to his mother. This was regardless of the fact that they had not seen or communicated with each other for over a month. It should be noted that the Zero tolerance task force’s main research aims centred on establishing whether zero tolerance policies had led to improvement in disciplinary issues. They also utilised desk research as their research method. Even school dress code violations can lead to suspension (Losen & Skiba, 2010). Consequently, the rationale for the policy has been gravely abused. Research studies on this aspect of behaviour management overwhelmingly indicate a mismatch between the philosophy and evidence of the practice. APA Zero tolerance task force (2008) found that although many schools may assume that the policy contributes to consistency of school discipline, literature indicates that it does not. Consistency of punishment depends on school personnel and school characteristics, not application of zero tolerance. The authors also found that many schools implement this form of behaviour management owing to its perceived deterring effects. Proponents of the practice believe that swiftness of punishment leads to improvement in behaviour. The task force found that the reverse it true. Frequent suspensions often lead to susceptibility to even more suspensions. Likewise, Losen and Skiba (2010) also explain that some schools may choose to implement the policy under the justification that it will minimise disruptions in class. The authors found that no evidence exists to support these findings. Therefore, schools are perpetuating a practice that lacks evidentiary support. Many of the scholars have shown that a zero tolerance policy may actually be detrimental to the educational prospects of suspended or expelled students. Losen and Skiba (2010) did a thorough analysis on this matter. Their key research focus was on determining the implications of suspension from schools on schools, students and society in general. They used content analysis to collect data from several schools districts in the US. It was found that students who were suspended often had to contend with poor attendance rates. This was particularly dangerous because children who get incarcerated often exhibit low class attendance rates. Over 66% of convicted criminals have been suspended at least once. Therefore, the zero tolerance policy predisposes students to poor performance due to lost time, high dropout rates and subsequently a criminal life. Losen (2011) also adds that it is the missed instructional time that many stakeholders should worry about in the policy. Most students who get suspended will become disengaged and thus miss out on a quality education. APA Zero tolerance task force (2008) also echoes these sentiments. The group found that these students were greatly predisposed to not graduating on time or dropping out of school. It is for this reason that a lot of concern must be raised for institutions that have a disproportionate number of suspended individuals. Perhaps one of the most resounding themes in discussions about this policy is the overrepresentation of African Americans among suspended groups. Losen and Skiba (2010) did an analysis of 175 schools around the country. They found that even though African American males represented only 33% of some 84 schools, they accounted for 50% of the suspensions. Likewise, Black females in some 31 schools also exceeded the 50% threshold of suspensions. When compared to other races such as Hispanics, only 13 schools suspended more than 50% of the Latino community. These results were persistent even after controlling for social economic status. Therefore, the results indicate that educators may be using the zero tolerance policy to perpetuate unconscious or conscious biases against black children. APA Zero tolerance task force (2008) found that African American students tended to get more severe punishments for the same wrongdoings than their counterparts from the predominant race. Cornell and Mayer (2010) explain that sometimes the prevalence of racial disparities in behaviour management may be caused by cultural mismatches between educators and students. Alternatively, they may be brought about by the public’s reliance on stereotypical and sensationalist stories on the media rather than empirical research on racial injustice in education. Analysts have made several suggestions on how educational institutions can reverse the negative outcomes of a zero tolerance policy, including its discriminatory effects on black people. Losen (2011) explained that too often indiscipline is perceived a child-centred issue, yet educators have a great role to play in it. Therefore, the writer advocated for greater teacher engagement in tackling the failures of zero tolerance. Children often behave differently under different supervisors. An educator, who greatly engages with their students and who applies effective classroom management techniques, has a higher chance of getting positive outcomes from his or her students than one who puts the blame on them. The greater the level of engagement, the lower the cases of misbehaviour, and the more promising the students outcomes. APA Zero tolerance task force (2008) reverberates these beliefs, albeit in relation to parents as well. It suggests that staff members and educators ought to maintain a strong line of communication between parents and themselves. Administrators should only be involved in discipline matters when a crisis has occurred. Therefore, engagement with one’s students may also be an alternative. Losen and Skiba (2010) have a different take on this, although they acknowledge the usefulness of classroom management. They assert that the Office of Civil Rights, in the US Department of Education, may gather cases of discriminatory use of the zero tolerance among schools and inform them about the practice, so as to eliminate this unwanted effect. Cornell and Mayer (2010) add that opportunities for constructive relationships between educators and diverse students need to be created. Even cultural engagement must be prioritised in schools, although it needs to be done in a sensitive manner. Some scholars have also agitated for greater clarification of what constitutes infractions when applying the zero tolerance policy (Losen and Skiba, 2010; APA Zero tolerance task force, 2008; Losen, 2011). APA Zero tolerance task force (2008) suggests that teachers should receive training on exactly what faults may lead to suspension. The practice should be reserved only for the most serious offenses. Additionally, Losen and Skiba (2010) explain that the application of suspensions seems to be founded on teacher’s subjective judgement, which may sometimes be overstretched. As a result, schools must attempt to keep these suspensions to a minimum because they only give students more time to engage in antisocial behaviour. Losen (2011) adds that it may not always be possible to eliminate the practice, although greater understanding of its actions is necessary. Conclusion Evidence from the literature shows that a mismatch exists between implementation of zero tolerance and its resulting outcomes. Most scholars have shown that it is not an effective method of behaviour management. Not only does it lead to negative educational outcomes for victims (such as high dropout rates), but it also fails to create a deterrence effect. It also perpetuates discrimination against African Americans. The best way of using the policy would be for severe cases. Educators need to learn about cultural and student engagement. Administrators should only spare the practice for what it was initially intended; extreme offenses. References APA Zero tolerance task force (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychological Association, 63(9), 852-862. Retrieved from http://www.apa.org/pubs/info/reports/zero-tolerance.pdf Cornell, D., & Mayer, M. (2010). Why do school order and safety matter? Educational Researcher, 39(1), 7-15. Retrieved from http://www.researchgate.net/publication/230708514_Why_do_school_order_and_safety_matter/file/79e41510c02690b34b.pdf Losen, D. (2011). Discipline policies, successful schools and racial justice. California: University of California Press. Available from http://escholarship.org/uc/item/4q41361g#page-10 Losen, D., & Skiba, R. (2010). Suspended education: Urban middle schools in crisis. Boulder, CO: National Education Policy Centre. Available from http://escholarship.org/uc/item/8fh0s5dv#page-1 Read More