Have you ever made a decision you regret? What if I told you traditional school disciplinary systems only encourage students to repeat their bad decisions? For instance, look at Malcolm. He is a straight-A student, but he is poor and has no power in today’s society. Malcolm arrived late one day because he had to take the metro to school and go through security. When Malcolm entered class, his teacher publicly reprimanded him, increasing his stress level and embarrassment. Malcolm was frustrated, and during lunch, he ended up having a minor conflict with another student. School security rushed in, and that only escalated the situation. As a result, Malcolm ended up in a juvenile detention center for a day, gaining a record.
Malcolm experienced the school norm—break a rule and face the consequences. Malcolm can no longer get into his top high school, so he is angry and starts to become the villain the school now views him as, resulting in constant behavioral issues. Many students are currently experiencing similar educational inequalities due to current disciplinary methods. Schools need new discipline systems that focus on repairing harm instead of reprimanding students. School administrators enforcing restorative justice systems is one approach to avoid educational inequalities.
People of color experience higher rates of poverty. Poor people have worse academic outcomes than wealthy people, leading to academic struggles. Children who are experiencing poverty, especially students of color, are subject to educational inequalities through suspension, detention, expulsion, and the involvement of law enforcement. I believe this is caused by schools’ current discipline system. Most schools’ discipline methods represent a simple but ineffective model: break a rule and face the repercussions. This form of discipline does not teach students the necessary conflict-resolution skills. Instead, it can lead to constant behavior issues. We Are Teachers states that this approach “may inadvertently lead to repeated behavioral issues without addressing the underlying causes.” Students are not learning the reasons they are being faced with consequences. The causes need to be addressed so that the students learn from their mistakes.
A practice that would best be used in schools is restorative justice, which focuses on positive resolution rather than concentrating on repercussions for students. This practice would protect students from experiencing educational inequalities while students learn to take accountability for their actions and repair the harm they caused. The first step is to build a welcoming school community. Restorative justice aims to strengthen multiple skills, including accountability, communication, community building, problem-solving, and self-reflection skills. “This practice is based on principles of empathy, respect, and accountability, encouraging students to understand the impact of their actions, take responsibility, and actively participate in the healing process” (We Are Teachers.) Students would learn to resolve problems instead of being reprimanded and scolded for making bad decisions.
Overall, current discipline methods focus on punitive measures, which interrupt students’ learning. Helping students understand the harm caused by their actions leads them to learn from their mistakes. Looking at Malcolm’s situation can help prove why traditional disciplinary models are not sustainable in today’s school systems. With restorative justice, Malcolm would have had support from his teachers and used his problem-solving skills to resolve the minor conflict. Then, instead of being punished, he could partake in a community project, which would improve his bond with his peers. It is better to learn from your mistakes than to face unfair repercussions. Seek restorative justice and transform mistakes into lessons, not just penalties. Restorative justice: turning misteps into growth. Treat students right because children are 50% of the population but 100% of the future.
