Want to Decrease Student Violence in School? Then Decrease Institutional Violence…

Most of us know this already. We know violence begets violence. Well, unfortunately the data shows that many schools in the US still use physical punishment on students. We want to share a Department of Education press release, Dear Colleague Letter (DCL), and new Guiding Principles from USDOE that may help schools turn the corner on this traumatic and ineffective practice.

U.S. Secretary of Education Miguel Cardona wrote to Governors, Chief State School Officers, and School District and School Leaders and urged them to end corporal punishment in schools—the practice of paddling, spanking, or otherwise imposing physical punishmenton students. This letter reinforces the Department of Education's (Department's) position that corporal punishment in schools should be replaced with evidence-based practices, such as implementing multi-tiered systems of support like Positive Behavioral Interventions and Supports, that create a safe and healthy school environments. Every student and educator should feel safe and supported inside of school buildings; and more importantly, schools should always be free from the threat of violence.

Executive Summary: Guiding Principles for Improving School Safety, Decreasing Discipline Problems with PBIS, and Supporting Teachers

The "Guiding Principles" document from the Department of Education outlines a comprehensive approach to creating safer, more supportive, and equitable school environments. It emphasizes the importance of Positive Behavioral Interventions and Supports (PBIS) in addressing school safety, reducing discipline problems, and providing robust support for teachers. We took the time to provide an Executive Summary of most of the key points in this guide.

Here is our take-away:

Improving School Safety

1. Whole-School Approaches: Schools are encouraged to adopt evidence-based frameworks like PBIS and Multi-Tiered System of Supports (MTSS) that foster safe and supportive environments. These frameworks help in creating a proactive, positive, and connected school community.

2. Role of School Personnel: Clear guidelines for the roles of school law enforcement are essential. Law enforcement should only be involved in serious threats to safety, ensuring that routine disciplinary issues are handled by educators.

3. Community and Family Engagement: Engaging families and communities in discussions about safety and responding to their feedback helps build trust and ensures the school's approach is community-centric.

4. Data-Driven Decisions: Collecting and analyzing data on student interactions with law enforcement helps monitor and improve safety measures while ensuring non-discriminatory practices.

Decreasing Discipline Problems

• Proactive and Preventive Measures: PBIS emphasizes the prevention of behavioral issues through clear expectations and positive reinforcement. This approach is more effective than punitive measures.

• Early Intervention: Schools should use data to identify students needing additional support early, preventing minor issues from escalating.

• Integrated Supports: Combining academic and behavioral supports helps address the root causes of disciplinary problems, leading to better overall outcomes for students.

• Professional Development: Ongoing training for staff in PBIS and restorative practices ensures consistent and effective implementation, which reduces discipline problems and improves school climate.

Supporting Teachers

• Professional Development: Regular training and technical assistance in evidence-based practices such as PBIS, trauma-informed care, and restorative practices empower teachers to manage classrooms effectively.

• Restorative Practices: Implementing restorative practices helps build strong relationships and address conflicts constructively, reducing teacher stress and improving student behavior.

• Integrated Student Supports (ISS): By addressing both academic and non-academic needs through integrated supports, teachers can focus more on instruction and less on discipline.

• Collaboration and Leadership: Encouraging collaborative leadership and practice among educators fosters a supportive working environment, improving teacher morale and effectiveness.

Federal Resources and Programs

• Title IV, Part A: Provides funding to improve academic achievement and school conditions.

• Mental Health Services Programs: Increase the number of mental health providers in schools, addressing students' emotional and psychological needs.

• Full-Service Community Schools: Promote collaboration between schools and communities to provide comprehensive support to students and families.

By implementing these guiding principles, schools can create a safer, more inclusive environment that not only decreases discipline problems but also supports teachers and promotes the well-being and academic success of all students .

Blog written in collaboration with ChatGPT April 2024 Version.