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

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Title: Zero tolerance: effects, bias, and more effective strategies for Improving school safety.
Authors: Santiago-Rosario, María Reina1 (AUTHOR), Austin, Sean C.1 (AUTHOR), Izzard, Sara1 (AUTHOR), Strickland-Cohen, M. Kathleen1 (AUTHOR), Gallo, John C. R.1 (AUTHOR), Newson, Alexandra1 (AUTHOR), McIntosh, Kent1 (AUTHOR) kentm@uoregon.edu
Source: Preventing School Failure. 2024, Vol. 68 Issue 4, p290-299. 10p.
Subject Terms: *Zero-tolerance school policies, *School safety, *Students with disabilities, Postracialism, Implicit bias
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. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Zero tolerance: effects, bias, and more effective strategies for Improving school safety.
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2024, Vol. 68 Issue 4, p290-299. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Zero-tolerance+school+policies%22">Zero-tolerance school policies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+safety%22">School safety</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Postracialism%22">Postracialism</searchLink><br /><searchLink fieldCode="DE" term="%22Implicit+bias%22">Implicit bias</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1045988X.2023.2236054
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        Text: English
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      – SubjectFull: Students with disabilities
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              Text: 2024
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