The Success Of School Punishment

School disciplinary procedures are not applied consistently or equitably. According to studies, minorities and children of African American heritage generally face harsher/more severe punishment than children of any other ethnicity. Three times as often as whites, the rate is outrageous. In higher class neighborhoods or rural locations, the majority of instructors are Caucasian. Those towns don’t have a lot of diversity. Whatever the location of the school, additional instructors and diversity are always needed. Kids would be able to relate to and connect with their teachers more as a result. The presence of variety also enables teachers to relate to kids more personally since, in general, educators from many backgrounds and races have experienced comparable struggles and can comprehend why certain children are “rougher around the edges” than others. They provide a youngster of a different race the chance to have a role model other than a “white” instructor. Students from minority groups are often disciplined more frequently and harshly; students are treated differently according on their level of income or poverty; and the management is not as diverse as it might be.

Schools often factor race into decisions and punish kids of different races more severely. So even while I believe that using school punishment to restore order is sometimes necessary, pupils are often not treated properly. The majority of pupils are often not trusted or treated fairly. Depending on the circumstance, the student is almost always at fault if it includes a teacher. If you are a minority, you will most often get suspended for even the smallest infractions. Assignments will be missed by these kids, and they could even fall behind academically. They are at a disadvantage as a result. Some professors let the student to make up assignments after they return to class. However, instructors have shown a history of not spending enough time teaching the students so that they comprehend the new content that is being taught or adequately explaining the tasks. As a result, the student finds it difficult to get back on track and may feel overwhelmed.

Many minority kids experience unjustified punishment that keeps them out of school and steers them into troubled lifestyles. Only around 18% of pupils in a school are black, yet a recent study indicated that they account for 35% of suspensions and 39% of expulsions. These pupils are “classified” as difficult children, and many instructors don’t take the additional time to support them. The “perfect” student will often get greater attention from the instructor, while the “disobedient” student would frequently be ignored or even dismissed. These kids are often left behind, despite the slogan “no child left behind.” Minority pupils are more likely to do poorly in school, which may lead to dropout, delinquency, run-ins with the law, and even jail, if they are wrongly suspended or expelled from school. It seems that minority or low-income pupils face worse consequences than white or affluent children.

Children who are more privileged do not face the same consequences as those who are less fortunate. Because of where they live or where they came from, the majority of less fortunate children already carry a stigma. According to a website, black and low-income pupils in the United States experience suspensions at considerably greater rates than their white and wealthy friends. Therefore, the “poor” pupils are not treated equally to the wealthy ones. Because the lower-level pupils are not being treated equally, this is unjust to them. giving them the impression that they are below others in ability. It goes beyond just color; it also includes things like gender, sexual orientation, and just being different generally, including having special needs. A special needs kid had been tripped by two females, according to a different publication. They were both white girls. The girls were expelled from the Best Buddies Club and given just two days of In School Suspension (ISS) after the school learned of their actions. Although it hasn’t been verified, it was said that the girl who had been tripped suffered a fractured nose. The special needs student’s mother first refrained from filing a complaint, but she ultimately did. The girls’ rich parents had only allowed them to undergo two days of ISS. Money often appears to be the key to being able to buy your way out of situations when you have affluent parents. The other pupils who must be either suspended or expelled do not deserve that. Why should wealthy kids get superior care than their other classmates? The “poorer” children must cope with the repercussions, which include not just the two days in ISS but also long-term ramifications. The females who accidentally tripped the special needs kid were well aware of what they were doing. They must be made to answer for their acts, not merely suspended for two days and expelled from the club. If the overall result was a suspension, they ought to have received one. Perhaps it would have been better to apologize to the kid in front of the whole school as they humiliated her in front of the students.

The teaching administration at many schools does not treat students equally. When a kid perceives that they are not receiving fair treatment, they may begin to act out more. Most of the time, race is a factor. The bulk of the time, African American pupils are not treated equitably. While a “white” girl with a short skirt, likewise against dress code, is let alone, a “black” male in baggy trousers received punishment. The same report cited a girl who was expelled for fighting, although the principal was unaware that she had previously endured harassment for being “gay.” There were two different events, but in the first one, the “black” boy was disciplined while the “white” female was ignored. The second problem was that while the personnel knew the child had been bullied, which had caused her to fight, they did nothing to stop it. Most likely, there was no punishment at all for the bullied youngsters. I’ve also had personal encounters when I did something little and not bothersome to anybody, yet the instructor approached me and yelled at me. A different student of a different race gets away with doing the same thing again. Kids in another class are asleep, and if a classmate asks for assistance or explanation, we are instantly in trouble but the sleeping students are not punished. The Civil Rights Data Collection from 2013–2014 collected data on 99% of the nation’s public school systems. One of the conclusions is that black and latino children get disproportionately more suspensions from school, even in pre-kindergarten. Despite a countrywide drop in suspensions, black preschoolers are 3.5 times more likely than their white counterparts to get a suspension.

When I asked for assistance with a query, I wasn’t being disrespectful—I was just doing my job. This makes me feel inferior and undervalued compared to the other kids who behave in a disruptive manner yet get away with it. A school official approached one of my pals back at the Freshman Academy and asked him to remove his bandana because it seemed to be “gang affiliated.” However, a female was standing there with the same identical bandana on her head as we turned around. Even so, the administrator approached her and spoke with her. She never instructed her to remove it or store it. She merely spoke with her and instructed her to attend class. Why is it okay for a white kid to wear a bandana but not okay for an African American student because it’s “gang related”? Whether a person is male or female, black or white, wealthy or poor, if a bandana is “gang linked,” it shouldn’t matter. If something is gang-related to one person, it should be gang-related to everyone.

If they are applied more effectively and equitably, punishment in schools may be beneficial. It may aid in establishing guidelines and norms for appropriate conduct in certain circumstances. However, for it to be effective, it must be applied uniformly and equitably. The majority of pupils abide by school regulations because they are aware that their activities and behaviors have repercussions. There would be less disturbance in the classroom if the staff made an effort to identify the underlying cause of the problem or provided more guidance.

In conclusion, as shown by statistics and personal experiences, punishment in schools may be helpful. Discipline must be applied consistently and equitably, regardless of a person’s ethnicity, sex, sexual orientation, or social standing, in order for it to be successful. There are many approaches to enhance school atmosphere and safety, as well as lessen unjust disciplinary practices. It may make a difference if instructors take the time to get to know their pupils as individuals, see how they interact, and learn about their quirks. One possibility would be to conduct controlled research or video recordings with coaches to help identify flaws and provide the groundwork for a new approach. It is a huge step for teachers to show respect by receiving respect. Avoid entering a school with the idea that “white” is clever and “black” is bad or disruptive. gaining the ability to step back and refrain from making snap decisions or biased opinions. Problem resolution is a major vital aspect. Trying to figure out if the student is acting out because they are not understanding the material so therefore they are drawing attention or shutting down. They do not want to be looked at as stupid so they divert focus. Trying to find out the students background, is there trauma, is something happening at home, do they feel safe? All of this can play into how one acts as a student who is needing emotional support and unsure how to express themselves. Taking more time to learn each student and their backgrounds instead of “I am here to do a job”, is key in success for changing the unfair disciplines that surround our students in schools. Thorough investigation including discipline/correction of the teachers behaviors also can help.