At a time when many students are learning in virtual settings, educators and administrators must address discriminatory policies and practices that often contribute to disproportionate discipline.
School is a place where childhood happens. And most of us believe that every child, whatever their color, background or zip code, has the right to learn in a supportive environment that respects their humanity, upholds their dignity, and responds fairly to mistakes and missteps.
We are in unprecedented times, and now more than ever, the school community has the opportunity and the responsibility to focus on what matters most — safe, just and healthy students and school communities.
At a time when many students are learning in virtual settings, educators and administrators must address discriminatory policies and practices that often contribute to disproportionate discipline. For far too long data has shown that Black, Brown, Indigenous and LGBT students are more likely to be disciplined and disciplined more harshly than their white peers for the same behavior.
States, districts and educators can create safer and more inclusive learning environments using evidence-based strategies that empower students to learn and thrive.
Respect that students’ homes or places of residence are not a classroom.
Educators who lead on practices and policies that support student academic, social and emotional health — no matter where a student is learning — establish stronger relationships and improve school climate and student outcomes.
- Cameras don’t measure engagement. Allow students to keep them turned off. Forcing students to turn on cameras will not result in greater student success.
- Acknowledge that students learning at home may be in spaces with other siblings and or in close proximity to family members; students may not have access to devices or Wi-Fi; or may only be accessing class via a phone.
- A growing population of students are homeless, in the foster care system, and/or transitional housing. Many students do not have a designated work space in their homes.
- Respect student privacy issues regarding cameras — many students do not want to share their home environment and requiring them to turn on cameras could be traumatic.
- Students should not be penalized for opening up their learning spaces to their educators or classmates. Administrators should provide educators with a clear guidance how to connect student with the school and community supports available to them.
- Classroom recording policies should balance student and educator privacy needs.
- When students feel supported and engaged you may find they turn their cameras on and want to be seen.
Remove discriminatory dress codes
Many school dress codes were discriminatory before the pandemic, predominantly targeting girls, and remain discriminatory in virtual learning.
Many school dress codes were discriminatory before the pandemic, predominantly targeting girls, and remain discriminatory in virtual learning where strict dress codes and enforcement fail to support engaged student learning.
- The focus on controlling student attire — whether a student can wear pajamas, how they are wearing their hair, or even requiring students to wear shoes while in virtual learning — misses an opportunity to build relationships with students and focus attention on instruction and emotional health.
- Black students, particularly Black girls, are disproportionately disciplined by discriminatory dress code policies -in the school setting and may be at more risk in a virtual setting.
- Policing dress codes while students are in their homes, infringes on student’s comfort and privacy and places educators in an enforcement role when they need to be building strong student relationships.
- Adding dress codes to a long list of things students are worrying about in their lives and in school discourages real meaningful engagement in learning.
- Relaxing dress code policies during virtual learning can provide an opening to revisit overall school policies that over-emphasize compliance over social, emotional and academic development.
End student suspensions and expulsions
The use of suspension and expulsion, “zero-tolerance” policies that criminalize minor infractions of school rules, increased policing and surveillance in schools, and overreliance on exclusionary disciplinary referrals to law enforcement and juvenile justice authorities and now child protective services, deny students learning opportunities and prevent them from getting the school-based support they need.
- Harsh school discipline policies that failed students before the pandemic continue to fail students in virtual learning.
- Instead of punishing and criminalizing young people for minor infractions, educators must be allowed to support students in need and help maximize their participation for engaged and effective learning.
- Whether in a virtual or in-person setting, student behavioral issues are best met with an investment in restorative practices, coordination with the school counseling team and community support services.
Support social, emotional and physical health & wellness
Students from K-12 are being asked to be on screen for hours at a time, many without real support because families are struggling with balancing work, job loss and health crises while students are learning at home. In this moment, nothing is more important than the health and wellbeing of students, their families, and our school communities.
- Schools are a source of meals, counseling and connection for many students. At a time when an increasing number of students are facing grief and anxiety due to family health, economic and housing insecurity, educators and schools can regularly provide ways to access school and community based support.
- Virtual and hybrid-learning provide an opportunity for school leaders to connect students with school and community supports. Meal distribution and food pantries, online and in-person trauma informed counseling, and health services are part of a network of school and community aid that is critical to many families.
- By allowing students the flexibility to take care of their physical and emotional health – for instance eating during class to receive nourishment when they need it most or allowing more time for assignments – educators are supporting student wellness while also teaching self-care and community care.
- Identify students that need extra support like students with language access needs and students with disabilities.
- Finding ways to check-in with students regularly meeting 1:1 or in small groups can open lines of communication to better understand the challenges students may be facing.
