Revisiting the ‘Zero-Tolerance’ Discipline

Discipline tactics in schools have long conformed to the traditional ways of detention, expulsion, and suspension. In the education system, the negative reaction to these approaches end up with students affected up and throughout adulthood.

The term “zero tolerance” is coined from institutions implementing strict discipline policies and practices against student misbehaviors. Not only is the term outdated, but zero-tolerance policies also harm students and disproportionately impact minority students. In a publication by Charles Bell, he includes some context for how zero tolerance policies began:

“Although recent attention on zero tolerance policies has focused on their implementation in public schools throughout the United States, research shows us that zero tolerance policies were first used as a legal deterrent in narcotics trafficking cases (Skiba and Knesting 2001).”

In a piece by APMR Reports, Thalia Gonzalez, a professor at Occidental College, talks about the importance of restorative justice:

"You see reductions in suspensions, reductions in expulsions and other forms of punitive discipline, you see improvement in school climate and positive impact on attendance, tardies and academic achievement," Professor Gonzalez states.

The way we go about teaching young students needs to be in forms of restorative justice, not punitive and carceral practices. Individual carceral acts of discipline disproportionately affect BIPOC and reinforces the school to prison pipeline. Removing threats of punishment and focusing on addressing students in a healthier way will achieve a truly restorative approach to discipline.

With research showing that BlackAfrican American students were suspended a significant amount more than their white peers, the ACLU conducted investigations on the zero-tolerance policy and many have critiqued the policies put forth as a barrier for those in different socioeconomic positions. The investigation reported a correlation between school suspensions and dropping out of high-school completely.

Alternative means to discipline rooted in community and Restorative Justice

Dr. Reece L. Peterson from the University of Nebraska, Lincoln wrote about ten examples of alternative disciplinary strategies. The 2006 article is still relevant today and helpful in understanding how systems can change. Counseling, community service, student and family engagement, mediation programs, and coordinated behavior programs are just some of the alternative methods to discipline mentioned.

Funding counselors, Restorative Justice practitioners, and trained professionals instead of advocating for more police will be a step in the right direction towards reforming discipline in schools.

According to the ACLU of Northern California, a statistic shows that, “The arrest rate in schools where more than 80% of students are low-income is seven times the arrest rate of schools where fewer than 20% of students are low-income.” People have long called for the presence of police to be reduced and defunding the police efforts will help address the institutional racism present.

To remove threats of punishment and focus on addressing the needs of students in a healthier way, these alternative consequences need to be implemented in all schools. Schools in lower socioeconomic areas have limited resources and therefore, need those general practices and funding first and foremost. Educational disparities for minority groups is a systemic issue and several papers have been published on disproportionate representation when it comes to discipline in schools.

So, has anything changed in 2021?

The Education Commission of the United States reported that at least 40 states still allow for students to be suspended for defiant behavior. However, it should be worth noting that multiple states are using data provided by the Every Student Succeeds Act (ESSA), a law signed in 2015 after the No Child Left Behind Act, to work towards eliminating frequent suspensions. The ESSA holds schools accountable for ensuring that students succeed and reducing suspension rates to close the opportunity gap.

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