Drew Serres, a member of the Coalition for Fairness & Equity in School, wrote an excellent letter to the editor in the News Journal today about Restorative Justice and suspensions in Delaware Schools.
Since its passage, House Bill 85 has been adversely affecting all students; but it has had a disproportionate effect on students of color and those with disabilities. For instance, African-American and Latino students are suspended three-to-four times more than their white peers, even when they represent a substantially low enrollment rate overall.
This legislation goes back to 1993. Which is about the time when all of the zero tolerance practices came into play. Personally, I think some schools cherry-pick students when it comes to discipline and suspensions. Discrimination rears its ugly head in strange ways in Delaware.
I am lucky. The school policies when I was growing up allowed me to learn from my mistakes. I think all children deserve that opportunity as well.
There are certain offenses that should cause suspensions, in my opinion, especially fighting. But what do we do when someone is just defending their self when someone attacks them. If no adult can stop it in time, should another student allow himself to be pummeled? In today’s world, that student would be suspended as well. I have been told by a school administrator that if a student puts his hands over his face, that is sufficient. Really? That makes the difference? I don’t condone fighting, but if students have to protect themselves than they should be allowed to do it. My issue is adults not intervening in time. I know, fights can happen in an instant, and I don’t blame teachers or school staff for actual fighting. But I do think they can keep a more watchful eye on students to begin with, especially during transition times, recess, or lunch.
Restorative justice is a model of discipline based on appropriate consequences for a student’s poor behavior and reconciliation of the student and the school system. It is a process where offenders, instead of just being punished, have the opportunity to restore the harm done to the community. It is actually a lot more work for the offender, but instead of feeling ostracized and criminalized they are given the opportunity to restore their inner sense of worth and to get on a path where they learn how to contribute.
My biggest question out of this is how this is dealt with when a student with disabilities has “poor behavior” and doesn’t understand their bad behavior because it is a result of a neurological disability. All too often, students with disabilities are ostracized in schools because they don’t understand. Can inclusion truly work in this type of environment or are we putting these kids through the wringer? I’m all for change because the way it is now just isn’t working.
In the Christina School District, they were mandated by the Office of Civil Rights to reduce the amount of suspensions because African-Americans were being disproportionately suspended. As a result, they went from zero tolerance to what they have now. They still have the issues going on they had before the OCR complaint. However, I have been told by many teachers in Christina they are told not to report infractions because of the OCR mandates. That just makes the situation worse, but the district is beholden to Federal law in this situation. As a result, parents who see this do not want to have their child attend Christina schools and they choice them out to charter schools. As a result, Christina loses a lot of local funding. This double-edged sword doesn’t work, so we need to do something.
With all the pressure put on teachers on a district, state, and federal level and the demands on their time, do they actually have the time to establish restorative justice techniques between test prep, evaluations, instruction, professional development and test prep? I heard many teachers had a hard enough time submitting grades into the state E-School system last weekend, on their days off, because the DOE decided that would be a good time to do an upgrade on the system. Furthermore, if administrators aren’t willing to practice what they preach, will these children be able to separate authority from adults with bad behavior? If administrators come down on students with an iron fist but at the same time try these techniques on them, it sends a very mixed message that can be very confusing to a student, especially the younger ones. This obviously depends on the type of behavior exhibited by the student, but this is a very fine line.
What this doesn’t take into account is home life. If a child’s parents just don’t care enough to practice restorative justice in the home, will a student be able to carry this into school? Take Christina for example. As a result of school choice, the “better” students have left. This leaves the schools with all the perceived “troublemakers”. If a “troublemaker” choices out, chances are they will be back if the charter counsels them out or expels them. This leaves a disproportionate number of “troublemakers” in schools. I can’t stand when these students are referred to as animals. I truly can’t. Yes, they have bad behavior and they make bad choices, but to refer to them as barbaric or animalistic demeans them as a human being.
These are tough questions, and I won’t pretend to have all the answers. But we need to find those answers fast as more lives are lost to the justice system.