Portland teachers will consider gender identity and race when disciplining students
Portland Public Schools Prioritizes Equity in Student Discipline
In a groundbreaking agreement between Portland Public Schools and its teachers union, educators will now consider gender identity and race when addressing student behavior. This collective bargaining agreement, which ended a month-long strike, aims to create a more inclusive and supportive disciplinary approach.
When a student engages in “continuous disruptive behavior,” school officials must develop a ”support plan” that takes into account the impact of trauma, race, gender identity/presentation, sexual orientation, and restorative justice. This progressive policy shift reflects the district’s commitment to fostering a safe and inclusive learning environment.
Under the new policy, students who pose a threat to others will no longer face suspension. Instead, they will be relocated to a designated “self-regulation space” within the school. This approach emphasizes intervention and support rather than punitive measures.
Previously, Portland schools had the authority to suspend students for at least five days in extreme cases of physical harm or violence. However, through this union agreement, the district has expanded its rapid response teams to intervene early in such situations.
The agreement also introduces new terminology, replacing “unacceptable” student behavior with “continuous disruptive” behavior and referring to “support plans” rather than “behavior correction plans.”
With over 40,000 students returning to the classroom after the strike, the district has made adjustments to the academic calendar, shortening winter break to make up for lost class time. While some parents have expressed concerns about holiday plans, the focus remains on providing quality education.
As part of the contract, Portland teachers will receive a pay raise of approximately 14% over three years, recognizing their dedication and hard work.
Addressing Student Well-being and Mental Health
Portland’s teachers have observed an increase in students facing mental health challenges, leading to conflicts and fights. In response, the school district has been actively implementing “restorative justice” practices to address these issues.
By shifting away from punitive measures and focusing on rehabilitation and reintegration, the district aims to support students who have been suspended or expelled. The goal is to create a more compassionate and effective approach to discipline.
However, the pandemic has presented additional challenges, with a surge in requests for restorative justice services. The district received up to 60 requests in the fall semester of 2021, compared to just 40 requests for the entire previous school year.
Concerns about discipline policies have been raised by conservative parents across the country, leading to their active involvement in school board elections.
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What are some arguments against prioritizing equity in student discipline, and how do advocates of the new policy respond to these concerns
S such as “culturally relevant behavior support” and “relationship-based discipline.” These terms highlight the importance of taking into consideration each student’s unique background and needs when addressing behavior issues. The district acknowledges that traditional discipline methods, such as suspensions, disproportionately impact students of color and those with marginalized identities. The new policy seeks to address these disparities and create a more equitable system.
In addition to the focus on equity, the agreement also emphasizes the use of restorative justice practices. Restorative justice aims to repair harm caused by a student’s behavior by focusing on accountability, empathy, and understanding. Rather than simply punishing students, restorative justice encourages dialogue and reconciliation between those involved in the incident. By integrating restorative justice into the disciplinary process, Portland Public Schools hopes to foster a sense of community and encourage students to take responsibility for their actions.
The decision to prioritize equity in student discipline has not been without its critics. Some argue that this approach may undermine the authority of teachers and create a lenient environment where disruptive behavior goes unchecked. However, advocates of the new policy argue that it is necessary to address the root causes of student behavior and provide support rather than punishment. They believe that an emphasis on understanding and support will ultimately lead to more positive outcomes for all students.
Portland Public Schools’ commitment to prioritizing equity in student discipline is a progressive step forward in creating an inclusive and supportive learning environment. By considering the impact of trauma, race, gender identity, sexual orientation, and restorative justice in their discipline policies, the district is demonstrating a commitment to understanding and supporting all students. This groundbreaking agreement between the district and its teachers union serves as an example for other school districts across the country, highlighting the importance of addressing equity in student discipline for a more inclusive education system.
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