Category Archives: Discipline and disorder

by Matthew Hurt and Kathleen Smith

This is the first of a three-part series on school discipline. The authors present the information and then provide discussion questions. We hope the discussion will further an understanding of the complexity of school discipline and safe and orderly schools. Part I of this series frames school discipline and provides the latest national data from the Office of Civil Rights. Part II dives into Virginia data regarding suspensions, expulsions, and school arrests and context for Virginia’s disproportionality concerns. Part III discusses how discipline has been “reframed” in recent years.

School discipline is not a simple problem. There are some aspects that educators have a great deal of power to address and other aspects that are outside their ability to influence. Recent events have also likely caused school discipline to become more complex and difficult to address.

From an Administrator’s Experience

When Dr. Matthew Hurt was an assistant principal in a K-8 school 20 years ago, discipline was among his main duties. By working with teachers, students, parents, and staff, disciplinary infractions declined each year.

He learned early-on that suspending students was like throwing Brer Rabbit into the briar patch. The practice gave students a vacation where likely no one was there to help them catch up on their work. As it provided no disincentive to stop negative behaviors, the administration focused on in-school suspension. Staff found this was a significantly better deterrent. With in-school suspensions (ISS), the school employed an individual who worked with the kids to make sure any missed instruction was mitigated. For smaller infractions, students would be assigned to ISS during their lunch and exploratory classes (PE, music, etc.) so they wouldn’t miss any core instruction. Kids hated missing the social time with their peers, and this provided great incentive to improve their behavior.

The second lesson Dr. Hurt learned is that the administration had to support teachers with discipline. Teachers realized that what they did in their classrooms was prized, and that they were supported for not tolerating any shenanigans while teaching. Their instructional time was extremely precious. The administration supported the in-class disciplinary measures that teachers implemented and told them to send kids to the office as soon as their behavior became untenable. Students realized quickly that once their teacher sent them out of the classroom, consequences were quickly and progressively meted out.

Like every other school, this school enrolled students who frequently needed discipline, and a lot of time was spent with those students. The administration’s philosophy was that if a student was misbehaving, there were usually factors that must be taken into consideration. Disciplinary consequences were consistent regardless of those factors, but they realized there may be some mitigating interventions that could be applied to improve future behaviors. Many of these students lived in chaotic and sometimes violent homes. Staff realized that they had to double their efforts to ensure that these students had stability during the school day and realized that teachers and administrators were there to support their efforts to be successful at school. The administration spent a lot of time working with parents to find out their perspective about their kid’s behavior. They also worked with outside agencies to better coordinate necessary services. The more successful school staff were at identifying student social/emotional needs and mitigating those, the more successful they were at mitigating their negative behaviors.
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