Alternative to zero-tolerance policies and out-of-school suspensions: A multitiered centered perspective

Abstract

Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African-Americans in particular, disproportionately experience these exclusionary practices. This article examines the disproportionate negative effects of school discipline under the era of zero-tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African-American students, and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.