Tiers 2 & 3 Intervention: Zero Tolerance

Authors

Jenna Strawhun, University of Nebraska-LincolnFollow
Scott Fluke, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

8-2017

Citation

Strategy brief

Building and Sustaining Student Engagement series (October 2014; updated August 2017)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

There is virtually no evidence that zero tolerance discipline policies in schools reduce school behavior problems. Homogenous, blanket-approaches to school discipline and behavior management, such as zero tolerance procedures, do not allow for the discretion needed to manage student behavior. These polices do not include components which increase students’ social and emotional competence. They may also contribute to a school climate of stress which is not conducive to learning. Zero tolerance policies and actions send a message to students that the preservation of order, control, and vague notions of school safety are more important than individual rights, building students’ social competencies, and facilitating healthy relationships (Skiba & Peterson, 1999).

Without zero tolerance policies, punishment for misbehavior should not necessarily be eliminated. However, punishments, when employed should be developmentally appropriate for students and their misbehaviors, and should be tailored to the situation and likelihood that they will foster change of student behavior.

Many strategies reflect alternatives to zero tolerance policies. Positive behavior supports, social emotional learning programs, and restorative justice practices are examples. Wherever possible, consequences should include modeling and reinforcement of appropriate behaviors, social skills instruction or training in problem solving skills instead of simply removing students from the educational setting.

There is no evidence that zero tolerance discipline policies reduce school behavior problems. Homogenous, blanket-approaches to school discipline, do not allow for the discretion needed to deal effecively and fairly with student behavior.

Zero tolerance: Detrimental effects; lack of evidence of usefulness.