The stringent application of disciplinary measures in schools, often framed as "teaching lessons," is increasingly being scrutinized for its detrimental effects on student well-being. While discipline is essential for maintaining order and promoting a conducive learning environment, the overreliance on punitive approaches is pushing many students to their breaking points.
The rising rates of student mental health issues, including anxiety, depression, and even suicidal ideation, are raising concerns about the impact of school discipline policies. Government data indicates a significant increase in student suicides, climbing from approximately eight thousand a decade ago to nearly fourteen thousand in 2023. This increase highlights the urgent need to re-evaluate disciplinary practices and their potential contribution to student distress.
One of the core issues lies in the blurring lines between constructive discipline and emotionally damaging humiliation. Corrective reprimands, when delivered privately and focused on specific behaviors, can be valuable learning opportunities. However, when discipline devolves into public shaming, identity-directed criticism, or threats, it can inflict deep emotional wounds. Such humiliation can manifest as comments about a student's character rather than their conduct, leading to feelings of worthlessness and hopelessness.
Exclusionary discipline practices, such as suspensions and expulsions, are particularly harmful. Research indicates that these measures not only fail to improve student behavior but also increase the likelihood of students dropping out, facing employment challenges, and becoming involved in the criminal justice system. Moreover, students who experience exclusionary discipline are more prone to depression and anxiety. Certain groups of students, including those from low-income families, students of color, non-binary students, and students with disabilities, are disproportionately affected by these practices.
The traditional "zero tolerance" policies, which gained prominence in the 1990s, have contributed to a punitive school climate. These policies often result in harsh penalties for even minor infractions, disproportionately impacting students of color. The focus on punishment and exclusion overshadows the importance of addressing the root causes of misbehavior and fostering a supportive learning environment.
Recognizing the shortcomings of punitive discipline, many schools are transitioning to restorative justice practices. Restorative justice emphasizes repairing harm, rebuilding relationships, and promoting accountability. Instead of simply punishing students for misbehavior, this approach encourages them to understand the impact of their actions, take responsibility, and actively participate in the healing process. Restorative practices include dialogue, mediation, and collaborative problem-solving, involving all parties affected by a conflict. By fostering empathy, respect, and communication, restorative justice can create a more inclusive and supportive school culture.
Alternatives to suspension, such as restorative chats, restitution, and skills coaching, are also gaining traction. Restorative chats provide students with an opportunity to understand the harm they have caused and make amends. Restitution involves developing a plan for correcting the harm done. Skills coaching focuses on teaching students the skills they need to make positive choices in the future.
The shift towards restorative practices and alternative discipline strategies requires a fundamental change in mindset. Schools must prioritize building strong relationships with students, addressing the underlying causes of misbehavior, and creating a culture of care and support. This approach not only reduces reliance on punitive measures but also fosters a more equitable, inclusive, and effective learning environment for all students. By moving away from a punishment culture and embracing restorative principles, schools can help students thrive academically, socially, and emotionally.
