Creating Safe and Orderly Schools Pedro A. Noguera, Ph.D. New York University Pedro A. Noguera, Ph.D. New York University

I. Safe and Orderly Schools: A Prerequisite for Teaching and Learning  Schools and classrooms that have difficulty maintaining order typically are characterized low levels of student achievement;  The students who are most likely to experience academic difficulty are also more likely to violate school rules and norms;  Schools often punish the “neediest” students  Unmet needs impact behavior  Black males are typically overrepresented among the students who are most frequently punished  Rising concerns about violence in schools due to:  the prevalence of gangs;  the presence of violence in the surrounding communities;  fear sparked by several high profile incidents (e.g. Columbine, Co, Paduka, Ky, etc.)  Schools and classrooms that have difficulty maintaining order typically are characterized low levels of student achievement;  The students who are most likely to experience academic difficulty are also more likely to violate school rules and norms;  Schools often punish the “neediest” students  Unmet needs impact behavior  Black males are typically overrepresented among the students who are most frequently punished  Rising concerns about violence in schools due to:  the prevalence of gangs;  the presence of violence in the surrounding communities;  fear sparked by several high profile incidents (e.g. Columbine, Co, Paduka, Ky, etc.)

Factors Contributing to Discipline Problems in Schools  Large size of some urban schools contributes to alienation and disengagement among students  Student anonymity and weak adult-student relationships contributes to large numbers of students falling through cracks  Students placed in low track classes often lack motivation and have no concrete goals for the future  The broken “social contract”  Shortage of adults with moral authority  Large size of some urban schools contributes to alienation and disengagement among students  Student anonymity and weak adult-student relationships contributes to large numbers of students falling through cracks  Students placed in low track classes often lack motivation and have no concrete goals for the future  The broken “social contract”  Shortage of adults with moral authority

II. Re-thinking the Traditional Discipline Practices  Current approaches to safety emphasize security  Metal detectors, guards, surveillance cameras  We often locate discipline problems in students and assume that if we remove problem students “good” students will be able to learn  Tendency to ignore the ways in which the structure and culture of school and classroom practices may contribute to discipline problems  Tendency to ignore the ways in which un-met needs (psychological, emotional, academic) may impact behavior  Current approaches to safety emphasize security  Metal detectors, guards, surveillance cameras  We often locate discipline problems in students and assume that if we remove problem students “good” students will be able to learn  Tendency to ignore the ways in which the structure and culture of school and classroom practices may contribute to discipline problems  Tendency to ignore the ways in which un-met needs (psychological, emotional, academic) may impact behavior

Flawed Practices  Discipline policies emphasize exclusion and humiliation  Tend to target students who are behind academically and who are “at-risk”  Exclusion practices tend to reinforce and exacerbate academic deficiencies  Over reliance on suspension even when there is little evidence of its effectiveness  Increased reliance on law enforcement - criminalization of school misconduct  Teachers role in relation to student discipline has been reduced  Discipline policies emphasize exclusion and humiliation  Tend to target students who are behind academically and who are “at-risk”  Exclusion practices tend to reinforce and exacerbate academic deficiencies  Over reliance on suspension even when there is little evidence of its effectiveness  Increased reliance on law enforcement - criminalization of school misconduct  Teachers role in relation to student discipline has been reduced

School rules and procedures often undermine purpose of education  Students who don’t like school are unlikely to change behavior when suspended  Rules often unrelated to values - failure to engage the moral and ethical development of students  Will students obey if rules can’t be enforced?  Rules are designed to create or and efficiency not to create humane and caring learning environments  Grading and tardy policies  Emphasis on controlling students often takes precedent over supporting student needs  Students who don’t like school are unlikely to change behavior when suspended  Rules often unrelated to values - failure to engage the moral and ethical development of students  Will students obey if rules can’t be enforced?  Rules are designed to create or and efficiency not to create humane and caring learning environments  Grading and tardy policies  Emphasis on controlling students often takes precedent over supporting student needs

Reactive vs. Preventative Discipline Practices  Reactive  Rely heavily on ostracism and exclusion  Engage parents after behavior problems are exhibited, not before  Focus on behavior infractions while overlooking underlying causes  Failure to respond to early indicators of serious behavior problems  Reactive  Rely heavily on ostracism and exclusion  Engage parents after behavior problems are exhibited, not before  Focus on behavior infractions while overlooking underlying causes  Failure to respond to early indicators of serious behavior problems  Preventative  School values and norms are clearly articulated and actively reinforced  Character development viewed as central to school mission  Attempt is made to ascertain causes of behavior problems  Interventions and punishments are designed to reinforce ethical behavior and reconnect students to learning

III. What We Know About Safe Schools  Safety is a by-product of social relationships, not advanced security  Need to personalize learning environment  Need to insure that “at-risk” students have adults designated to watch out for them  Design of school facilities contributes to sense of security and social responsibility  Tracking and a curriculum that lacks relevance may contribute to behavior problems  Safety is a by-product of social relationships, not advanced security  Need to personalize learning environment  Need to insure that “at-risk” students have adults designated to watch out for them  Design of school facilities contributes to sense of security and social responsibility  Tracking and a curriculum that lacks relevance may contribute to behavior problems

Safety cannot be disconnected from the academic mission  Need to help students set goals for the future early - focus affects behavior  Student success more likely when:  S tudents are challenged  Receive guidance and have access to support  Can explore interests and identity within a supportive structure  Extra curricular activities can help in deepening engagement  Need to help students set goals for the future early - focus affects behavior  Student success more likely when:  S tudents are challenged  Receive guidance and have access to support  Can explore interests and identity within a supportive structure  Extra curricular activities can help in deepening engagement

IV. Designing Systems to Monitor Effectiveness of Discipline Strategies  Examine patterns  Who is being disciplined? (race, gender, academic profile, year in school)  Do disciplinary practices serve as an effective deterrent?  Which teachers/administrators give most referrals? For what reasons?  Examine patterns  Who is being disciplined? (race, gender, academic profile, year in school)  Do disciplinary practices serve as an effective deterrent?  Which teachers/administrators give most referrals? For what reasons?

Alternative Discipline Strategies  Effective deterrence  Extra work - in-school suspension, Saturday school  Community service  Retribution to victims  Counseling  Parental involvement  Interaction with community agencies  Effective deterrence  Extra work - in-school suspension, Saturday school  Community service  Retribution to victims  Counseling  Parental involvement  Interaction with community agencies

Effective Strategies for Addressing Discipline and School Safety  Broken Window Syndrome - Respond quickly to minor offenses to prevent major ones  Deter discipline problems by enlisting all adults at schools in efforts to reinforce and monitor behavior  Target repeat offenders and the “most at-risk” with:  Pro-active mentoring - case work approach  Additional services - recreation, jobs, counseling, etc.  Regular communication with other adult partners - parents, clergy, probation officers, etc.  Broken Window Syndrome - Respond quickly to minor offenses to prevent major ones  Deter discipline problems by enlisting all adults at schools in efforts to reinforce and monitor behavior  Target repeat offenders and the “most at-risk” with:  Pro-active mentoring - case work approach  Additional services - recreation, jobs, counseling, etc.  Regular communication with other adult partners - parents, clergy, probation officers, etc.

Safe Schools are Nurturing Communities  Parents work as partners with school personnel  Students have a clear sense of their future  Teachers have moral authority and close connection to kids  Kids feel accountable and responsible for their behavior  School culture affirms values and norms that promote civility, compassion and community  Parents work as partners with school personnel  Students have a clear sense of their future  Teachers have moral authority and close connection to kids  Kids feel accountable and responsible for their behavior  School culture affirms values and norms that promote civility, compassion and community