The Social Injustice of Zero-Tolerance Discipline

Abstract

In an effort to curb student misbehavior and violence, various school districts in English-speaking North America have enacted so-called “zero-tolerance” policies. These policies largely center on treating offenses with severe consequences such as suspension or expulsion. Certainly, in order for the educational enterprise to yield positive results, schools and classrooms must be safe learning environments where teachers can teach and students can learn. In fact, governments as well as courts in several jurisdictions have placed a statutory duty on schools to keep students safe while under their charge. However, despite the promise of greater order and control that is often attached to “zero-tolerance” policies, research indicates that seldom do these policies achieve what is promised. At the same time, “zero-tolerance” policies tend to be characterized by a disproportionate number of youth from minority populations, with many claiming these policies actually target these groups. Furthermore, “zero-tolerance” policies fail to address the root cause of the misbehavior and violence but rather employ a retributive approach that in many instances excludes youth from school. This exclusion, while potentially alienating individuals from the education system, also strips them of the educative resources that may help alleviate their negative tendencies. In sum, “zero-tolerance” policies may be well-intentioned, but through their exclusionary nature, they do little to assist schools in being socially just. This chapter will address the genesis and tenets of “zero-tolerance” policies. Further, specific attention will be devoted to illustrating how these policies do little to advance the principles of social justice, as well as alternatives to a “zero-tolerance” approach.