Zero tolerance: effects, bias, and more effective strategies for Improving school safety

Abstract

In this article, the authors discuss zero tolerance policies and implications for those they affect most, namely students of color (e.g., Black, American Indian, Latino/a/e) and students with disabilities. First, we present a brief history of the use of zero tolerance policies in school discipline and review the literature on their effects. Although these policies seem race neutral, racial and ethnic disproportionality in their use is well documented. Then, the authors examine implicit bias as a contributor to a negative cycle of student-teacher interactions that influence disparate disciplinary outcomes. Lastly, the authors present recommendations for practice, including policy changes, systems for prevention, approaches for managing behavioral errors, and a promising approach to counteract bias in discipline decision making.

Keywords:

• Exclusionary discipline
• implicit bias
• instructional alternatives
• zero tolerance policies

Additional information

Funding

The research reported here was supported by the Institute of Education Science, U.S. Department of Education, through Grant [R324A170034] to the University of Oregon. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.

Notes on contributors

María Reina Santiago-Rosario

María Reina Santiago-Rosario, PhD, is a research associate at Educational and Community Supports (ECS), a research unit at the University of Oregon. Her research focuses on equity in school discipline practices, culturally responsive classroom management, and supporting students in special education successfully transition from middle–to–high school.

Sean C. Austin

Sean C. Austin, PhD, is a research associate at Educational and Community Supports (ECS) at the University of Oregon. His research focuses on positive behavior supports, implementation science, and professional development.

Sara Izzard

Sara Izzard is a doctoral candidate at the University of Oregon. Her current research interests are PBIS, implementation science, and emotional/behavioral disorders.

M. Kathleen Strickland-Cohen

Dr. M. Kathleen Strickland-Cohen is an assistant professor at the University of Utah. Her current research interests focus on the implementation of function-based support in inclusive settings, family-school partnerships, Tier 2 support in high schools, and the inclusion of students with extensive support needs in all aspects of PBIS.

John C. R. Gallo

John C. R. Gallo is a doctoral candidate in School Psychology at the University of Oregon. His current research interests are promoting equitable student experiences, and supporting school climate within Positive Behavioral Interventions and Supports implementation.

Alexandra Newson

Alexandra Newson (she/her/hers) is a doctoral candidate in the Special Education and Clinical Sciences Department at the University of Oregon. Her research interests include neuroinclusive research methodologies, collaborative neuro-affirming educator training, and supporting and amplifying neurodivergent/disabled educator and student perspectives from K-12 to higher education.

Kent McIntosh

Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon. He is Co-Director of the Center on Positive Behavioral Interventions and Supports. His current research focuses on increasing racial equity in school discipline, and implementation and sustainability of systems for social, emotional, and behavior support in schools.