School Discipline at a Crossroads: From Zero Tolerance to Early Response

TLDR

School violence incidents have spotlighted discipline, yet punitive climates risk conflict between general and special educators and may fail to teach students problem‑solving without disruption. The study proposes a preventive, early‑response disciplinary model that expands effective options for addressing violence and disruption in both general and special education. This model operationalizes early response by broadening disciplinary choices across settings, aiming to reduce reliance on punitive measures. Despite a dramatic rise in zero‑tolerance procedures, evidence shows they have not increased school safety or improved student behavior.

Abstract

Dramatic incidents of school violence have thrust school discipline to the forefront of public consciousness. Despite a dramatic increase in the use of zero tolerance procedures and policies, there is little evidence demonstrating that these procedures have increased school safety or improved student behavior. Moreover, a punitive disciplinary climate may make any attempt to include more students with behavioral problems a cause for conflict between general and special educators. A preventive, early response disciplinary model increases the range of effective options for addressing violence and disruption across both general and special education. Ultimately, the effectiveness of any disciplinary system may be judged by the extent to which it teaches students to solve interpersonal and intrapersonal problems without resorting to disruption or violence.