Discipline. My absolute LEAST favorite part of my job. The only silver lining (because I always have to find one) is that I get to hang out with a kid/kids. Albeit, not exactly under my preferred circumstances. But still.
In my years as an administrator, I feel like I have seen it all. Vandalism, fights, bullying, cyberbullying, defiance, weapons at school, the list goes on. Well, actually, I shouldn't say I've seen it all. I continue to be amazed as some of the new situations that come to me from time to time.
One thing that is consistent with discipline is that there is no consistency. What works for one kid doesn't necessarily work for another. This can be a challenge for families to understand as at times, I hear them say, "well, nothing happened to that kid, so why mine?" UGH. Another least favorite part of my job. Not to brag, but I've gotten really good at saying, "Unfortunately, for confidentially sake, I cannot speak about another student as I would not speak to another family about yours." But I digress...
I take suspensions very seriously. Yes, there is a time and place for suspensions FOR SURE! But, I generally avoid it at all costs if I can. Knowing the disproportionality in which Black students and Students with Disabilities are suspended and how that impacts their access to quality education and future success is something I take into consideration when working with students in the area of discipline. Information on the effectiveness in suspensions (and other resources) HERE.
As a site, we have adopted the use of Restorative Practices, specifically Restorative Circles and Conversations. I believe the power in seeing others as human and not obstacles or objects (another post around Outward Mindset coming). I believe in having kids listen to the perspectives and experiences of others builds empathy and compassion.
Enter one of the most amazing resources EVER: Don't Suspend Me! by Jessica Hannigan and John E. Hannigan
Swear I'm not getting any royalties on this one, but it has been an absolute game-changer in terms of having students reflect on their actions and how it impacts those around them.
Perfect example I have taken from this resource - I had a student who trashed the bathroom in the lunchroom and it was witnessed by other students. Instead of suspending this student for destruction of property, I met with the student and our custodian. I asked our custodian if he would be willing to share how trashing the bathroom impacts his work (he has to stop cleaning up after lunch and getting ready for our after school program, which then impacts our after school program, etc.) when he has to repair damage in the bathroom.
But wait! There's MORE! Instead of *just* having an awkward conversation with the custodian, this student spent 10 recesses helping the custodian with any work he needed around campus (picking up trash outside or in the cafeteria, boxes taken to recycle, etc.) and our student had to get the custodian's signature after each time, which confirmed the work was done at the quality expected. After these 10 recesses, the student had to complete a reflective piece about how his actions impacted our site as well as any learning that took place.
This is just one of MANY ideas in this text. While it is meant for more middle to upper elementary, middle school and high school age, the theory and rationale behind these restorative practices has had a huge impact at our site.
In my experience, this does require a shift in the way discipline is handled as a site. Much of the work includes building a shared understanding of how harmful suspensions can be with both families and staff. For this to work, it requires the adults on campus to agree to support these alternatives and restorative practices. At my own site, when these alternatives to suspension have been implemented with fidelity, it is rare to see the same students commit the same offense.
In fact, I have heard staff say to me after a student has completed an alternative to suspension that they bet the student wishes they were just suspended instead of the assignment. This gives me hope that the student has learned something and will change behavior in the future.
If you want to chat more about how this resource has supported our work in shifting behavior as a site, feel free to reach out. :)
Resources on Restorative Practices & Circles:
https://peacefulschools.com/classroom-based-restorative-circles/
https://www.edutopia.org/article/bringing-restorative-practices-to-your-school-laura-mcclure
Don't Suspend Me! Amazon link
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