Bias Training for Misbehaving Students - A New Form of Punishment for Bad Behavior?
Join Katie and David as they delve into the ideological and practical implications of this approach, and its potential effects on students' minds and behavior. Listen in as they explore whether this new method of discipline is a well-intentioned effort to address underlying issues, or a concerning attempt to control students' beliefs and values.
Additional Information: California Education Code (source: California Department of Education website)
Legislation in recent years has focused on reducing suspensions, favoring strategies that address the underlying issues of student behavior and aim to enhance academic performance:
Reducing Suspensions for Absenteeism: The California Education Code Section 48900(w)(1) expresses the legislative desire for schools to implement alternatives to suspension or expulsion for students with attendance issues such as truancy or tardiness.
Support Over Suspension: Section 48900(v) of the Education Code encourages school superintendents and principals to seek alternative disciplinary measures that are backed by research, tailored to the student's age, and target the student’s specific misconduct, as outlined in EC Section 48900.5.
Incorporating Comprehensive Support Systems: Section 48900(w)(2) suggests using the Multi-Tiered System of Supports (MTSS), which includes methods like restorative justice, trauma-informed practices, social-emotional learning, and positive behavioral interventions. These are intended to help students build essential life skills, receive support for trauma, comprehend the consequences of their actions, and find constructive ways to mend their relationships with the school community.
Suspension Only When Necessary: Section 48900.5 of the Education Code advises that suspension should only be used when other corrective methods do not result in improved behavior. This section also offers a detailed list of recommended positive and inclusive alternatives. These alternatives might also involve additional academic support to ensure that teaching methods are suitable, culturally sensitive, and engaging for all students, regardless of their educational progress or cultural background.
