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

  • María Reina Santiago-Rosario
    ,
  • Sean Austin
    ,
  • Sara Izzard
    ,
  • Kathleen Strickland-Cohen
    ,
  • John Gallo
    ,
  • Alexandra Newson
Research Output:
Contribution to journal
Article
 Peer-review

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.

Access to documents

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education
  • SDG 10 - Reduced Inequalities
    SDG 10 Reduced Inequalities

Bibliographic Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

American English

Pages from-to (Number of pages)

Pages 290-299 (10 pages)

Journal (Volume, Issue Number)

Preventing School Failure: Alternative Education for Children and Youth (Volume 68, Issue 4)

Publication milestones

  • Published - 2024

Publication status

Published - 2024

ISSN

1940-4387

Publication IDs

  • Scopus: 85165449351