Creating Safe and Orderly Schools

1. Creating Safe and Orderly Schools Pedro A. Noguera, Ph.D. New York University

2. I. Safe and Orderly Schools: A Prerequisite for Teaching and Learning • Schools and classrooms that have difficulty maintaining order typically are characterized low levels of student achievement; • The students who are most likely to experience academic difficulty are also more likely to violate school rules and norms; • Schools often punish the “neediest” students • Unmet needs impact behavior • Black males are typically overrepresented among the students who are most frequently punished • Rising concerns about violence in schools due to: • the prevalence of gangs; • the presence of violence in the surrounding communities; • fear sparked by several high profile incidents (e.g. Columbine, Co, Paduka, Ky, etc.)

3. Factors Contributing to Discipline Problems in Schools • Large size of some urban schools contributes to alienation and disengagement among students • Student anonymity and weak adult-student relationships contributes to large numbers of students falling through cracks • Students placed in low track classes often lack motivation and have no concrete goals for the future • The broken “social contract” • Shortage of adults with moral authority

4. II. Re-thinking the Traditional Discipline Practices • Current approaches to safety emphasize security • Metal detectors, guards, surveillance cameras • We often locate discipline problems in students and assume that if we remove problem students “good” students will be able to learn • Tendency to ignore the ways in which the structure and culture of school and classroom practices may contribute to discipline problems • Tendency to ignore the ways in which un-met needs (psychological, emotional, academic) may impact behavior

5. Flawed Practices • Discipline policies emphasize exclusion and humiliation • Tend to target students who are behind academically and who are “at-risk” • Exclusion practices tend to reinforce and exacerbate academic deficiencies • Over reliance on suspension even when there is little evidence of its effectiveness • Increased reliance on law enforcement - criminalization of school misconduct • Teachers role in relation to student discipline has been reduced

6. School rules and procedures often undermine purpose of education • Students who don’t like school are unlikely to change behavior when suspended • Rules often unrelated to values - failure to engage the moral and ethical development of students • Will students obey if rules can’t be enforced? • Rules are designed to create or and efficiency not to create humane and caring learning environments • Grading and tardy policies • Emphasis on controlling students often takes precedent over supporting student needs

7. Reactive Rely heavily on ostracism and exclusion Engage parents after behavior problems are exhibited, not before Focus on behavior infractions while overlooking underlying causes Failure to respond to early indicators of serious behavior problems Preventative School values and norms are clearly articulated and actively reinforced Character development viewed as central to school mission Attempt is made to ascertain causes of behavior problems Interventions and punishments are designed to reinforce ethical behavior and reconnect students to learning Reactive vs. Preventative Discipline Practices

8. III. What We Know About Safe Schools • Safety is a by-product of social relationships, not advanced security • Need to personalize learning environment • Need to insure that “at-risk” students have adults designated to watch out for them • Design of school facilities contributes to sense of security and social responsibility • Tracking and a curriculum that lacks relevance may contribute to behavior problems

9. Safety cannot be disconnected from the academic mission • Need to help students set goals for the future early - focus affects behavior • Student success more likely when: • Students are challenged • Receive guidance and have access to support • Can explore interests and identity within a supportive structure • Extra curricular activities can help in deepening engagement

10. IV. Designing Systems to Monitor Effectiveness of Discipline Strategies • Examine patterns • Who is being disciplined? (race, gender, academic profile, year in school) • Do disciplinary practices serve as an effective deterrent? • Which teachers/administrators give most referrals? For what reasons?

11. Alternative Discipline Strategies • Effective deterrence • Extra work - in-school suspension, Saturday school • Community service • Retribution to victims • Counseling • Parental involvement • Interaction with community agencies

12. Effective Strategies for AddressingDiscipline and School Safety • Broken Window Syndrome - Respond quickly to minor offenses to prevent major ones • Deter discipline problems by enlisting all adults at schools in efforts to reinforce and monitor behavior • Target repeat offenders and the “most at-risk” with: • Pro-active mentoring - case work approach • Additional services - recreation, jobs, counseling, etc. • Regular communication with other adult partners - parents, clergy, probation officers, etc.

13. Safe Schools are Nurturing Communities • Parents work as partners with school personnel • Students have a clear sense of their future • Teachers have moral authority and close connection to kids • Kids feel accountable and responsible for their behavior • School culture affirms values and norms that promote civility, compassion and community