Discipline problems take a toll
Proposed solutions mirror AFT recommendations

Discipline problems in schools—especially disruptions by a small number of chronic troublemakers—continue to be a huge obstacle toward improving student achievement, according to a new report from Public Agenda, a New York City-based opinion research organization.

This latest survey, unfortunately, echoes what Public Agenda has reported for years and what the AFT has long pointed out about the insidious problems of unruly students. More than three-quarters of the teachers surveyed say that students who cause persistent behavior problems and should be removed from school grounds are not removed. Almost the same number—77 percent—indicate that their teaching would be a lot more effective if they didn’t have to spend so much time dealing with disruptive students. “The tyranny of the few,” as Public Agenda puts it, produces a “distracting and disrespectful atmosphere.”

Although parents also were surveyed about discipline, the researchers point out that parents are not in a good position to judge students’ broader behavior because they lack firsthand knowledge and are naturally focused on their own child’s experiences. And while parents echo many of the concerns and support many of the solutions expressed by teachers, sometimes the parents themselves are a big part of the problem.

Teachers and parents overwhelmingly agree that failure to teach children discipline at home is the top cause of behavior problems in schools. However, almost 80 percent of teachers say students are quick to remind them that they have rights or that their parents can sue. Nearly half of the teachers say they have been accused of unfairly disciplining a student, and 52 percent say behavior problems often result from teachers who are soft on discipline “because they can’t count on parents or schools to support them.”

Not surprisingly, student discipline problems take a toll on teachers. More than one-third report having seriously considered leaving the profession because of intolerable student behavior, and many know colleagues who have done just that.

The list of solutions that draw widespread support from teachers and parents is strikingly similar to recommendations on discipline the AFT has made in recent years. Despite some backlash against zero tolerance policies, 93 percent of teachers and 89 percent of parents support such policies so that students know they will be removed from school for serious violations. Similarly, both groups strongly back the strict enforcement of “little rules” to help set the right tone and avoid bigger problems. Support for the establishment of alternative schools for chronic offenders is also strong: 87 percent among teachers and 74 percent among parents.

The report confirms that discipline problems among special education students also remains a troubling area. Although 94 percent of teachers endorse treating special ed students like other students in discipline matters—unless their behavior is related to their disability—76 percent say special ed students who misbehave are often treated too leniently.

If the study might seem like a call for overly strict and rigid schools, the authors say that’s not the case. “Educators and parents alike readily accept that kids will be kids … but both parents and teachers seem to yearn for schools that offer a more civil and respectful atmosphere, where teachers can teach and students can learn, and where the adults, not the kids, set the rules.”

“Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good?” is available online at www.publicagenda.org.