AAP: Positive behavior support should replace zero-tolerance policies in schools

Taking a positive approach

Zero-tolerance policies were developed following passage of the Gun-Free Schools Act of 1994 and similar legislation that was intended to prevent students from bringing firearms to schools. Such policies, however, quickly were applied to lesser and nonviolent infractions such as drug and alcohol violations, verbal disrespect to teachers, and truancy.

Studies have demonstrated that zero-tolerance policies are unduly harsh, inflexible and often applied inequitably, especially with regard to race and ethnicity. Moreover, they do not improve a school’s social and learning environment.

Instead of zero-tolerance policies, schools should adopt an approach called positive behavior support in which good behaviors are taught, consistently expected, and positively recognized and acknowledged. Under this behavior-management philosophy, the goal is to recognize good as well as bad behavior and to reward the good behavior. Studies have shown that students respond well when they know that they will be recognized for doing the right thing, and for making their schools safer and friendlier places to learn and live.

Such behavior support is based on a tiered system of 1) creating a positive environment overall; 2) identifying “at-risk” children who may need extra help getting their behavior on track, 3) and providing focused intervention for children who continue to have difficulty conforming to expected behavior standards. In these instances, disciplinary and restitution measures other than out-of-school suspension and expulsion are employed whenever possible.

The schoolwide positive behavior support model can be effective in reducing not only out-of-school suspension and expulsion but also bullying because it reinforces and recognizes positive behavior.

Pediatrician’s role

The revised policy statement continues to emphasize the role of the pediatrician as an authority on and advocate for children’s health (see recommendations). It stresses the pediatrician’s role as a member of a team of professionals — teachers, psychologists, counselors, school nurses and social workers, among others — who all have different areas of expertise but are united in wanting the best educational and social outcomes for every child with whom they work.

Ultimately, the revised policy recognizes that the best way to ensure that all children feel safe and welcomed in school is to fix the system to give every child the best chance, and to ally with other professionals in the school district and community to ensure that their expertise and dedication are utilized as effectively as possible.