Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations

Skiba, Russell J.; Reynolds, Cecil R.; Graham, Sandra; Sheras, Peter L.; García‐Vázquez, Enedina; Conoley, Jane Close; Subotnik, Rena F.; Sickler, Heidi; Edmiston, Ashley; Palomares, Ron

doi:10.1037/e516602012-001

Cited by 100 publications

(88 citation statements)

References 135 publications

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“…The findings from this study suggest a critical time to implement bullying intervention programs that address peer support, connectedness to school, provictim attitudes and in particular negative outcome expectancies around perpetration, is prior to the transition to and within the first year of secondary school. (Skiba et al, 2008;Ttofi & Farrington, 2009) …”

Section: Resultsmentioning

confidence: 99%

“…A zero tolerance approach to bullying mandates the application of predetermined consequences which are most often punitive in nature and intended to be applied regardless of the gravity of behavior, mitigating circumstances or situational context (Skiba et al, 2008). Skiba and colleagues (2008) conclude a zero tolerance approach has not been shown to improve school climate, school safety or student behaviour and may not be appropriate for early adolescents where bullying incidents may arise due to poor judgment resulting from developmental immaturity.…”

Section: Outcome Expectanciesmentioning

confidence: 99%

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Adolescent bully-victims: Social health and the transition to secondary school

Lester

Cross

Shaw

et al. 2012

Cambridge Journal of Education

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This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11-14 years over the transition time from primary to secondary school.Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Outcome Expectanciesmentioning

confidence: 99%

Adolescent bully-victims: Social health and the transition to secondary school

Lester

Cross

Shaw

et al. 2012

Cambridge Journal of Education

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“…The 1990s saw a rapid increase in the application of zero tolerance discipline policies (Heaviside, Rowand, Williams, & Farris, 1998;Skiba & Knesting, 2001;Skiba et al, 2006). These policies were driven in part by legislation at the federal and state level that ostensibly removed some autonomy from local actors by dictating mandatory responses to certain disciplinary infractions (Curran, 2016a).…”

Section: Discussionmentioning

confidence: 99%

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

Curran

2017

EPAA

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Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students. Keywords: discipline; expulsion; suspension; policy; implementation Influencia sobre las políticas de disciplina escolar: Variación según la gobernanza, contextos escolares y tiempo Resumen: Pocos estudios exploran la influencia relativa de varias partes interesadas en las políticas de disciplina escolar. Utilizando datos del SASS y la regresión logística ordenada, este estudio explora esta influencia al evaluar la variación entre los tipos de escuelas y los 2 Education Policy Analysis Archives Vol. 25 No. 119 cambios a lo largo del tiempo. Los directores constantemente califican a sí mismos y a los maestros como los interesados más influyentes en establecer la política de disciplina escolar. La proporción de minorías raciales en una escuela predice una mayor influencia de los niveles superiores de gobierno, mientras que las escuelas autónomas informan menos. Se documentan aumentos en la influencia de los directores y docentes a lo largo del tiempo. Los resultados pueden informar tanto a los legisladores como a los profesionales a medida que trabajan para mejorar los resultados disciplinarios equitativos para los estudiantes. Palabras clave: disciplina; expulsión; suspensión; política; implementación Influência sobre as políticas de disciplina escolar: Variação de acordo com a governança, contextos escolares e tempo Resumo: Poucos estudos exploram a influência relativa de várias partes interessadas sobre as políticas de disciplina escolar. Usando dados do SASS e ordenou regressão logística, este estudo explora essa influência ao avaliar a variação entre os tipos de escolas e mudanças ao longo do tempo. Os directores classificam-se de forma consistente e os professores como as partes interessadas mais influentes sobre a definição da política de disciplina escolar. A proporção de minorias raciais em uma escola prevê uma maior influência dos níveis mais altos de governança, enquanto as escolas charter relatam menos. Aumenta a influência dos diretores e professores ao longo do tempo. Os resultados podem informar tanto os formuladores de políticas como os profissionais, na medida em que trabalham para melhorar os resultados disciplinares equitativos para os alunos.

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“…Ansätze der primären oder generellen Prävention zielen darauf ab, in der gesamten Population (Aronson, 2004;Bell, 2002;Dwyer et al, 1998;Dwyer & Osher, 1999;Fein et al, 2002;Schneider Denenberg, Denenberg & Braverman, 1998;Skiba et al, 2006;Stancato, 2001;Wike & Fraser, 2009 Linssen & Marks, 2009;Robertz, 2007b), bezweifeln andere deren Wirksamkeit aufgrund der geringen Spezifität der Maßnahmen (Bondü & Scheithauer, 2009a;Bondü & Scheithauer, in press;Kobe, 2009 Anerkennung evozieren könnte (Dase, 2010). Die Verwendung der Täternamen oder nicht retuschierter Fotos (Dase, 2010) sollte ebenso unterbleiben wie die vereinfachte Darstellung von Tatmotivationen oder Täterfantasien (Robertz, 2007c;Robertz & Wickenhäuser, 2007).…”

Section: Ansätze Der Primären Präventionunclassified

School Shootings in Deutschland

Bondü¹,

Scheithauer²

2009

Praxis der Kinderpsychologie und Kinderpsychiatrie

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Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations

Cited by 100 publications

References 135 publications

Adolescent bully-victims: Social health and the transition to secondary school

Adolescent bully-victims: Social health and the transition to secondary school

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

School Shootings in Deutschland

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