We all want Arkansas schools to be safe, healthy, and orderly environments so every student can learn and thrive. And kids need clear expectations for behavior and logical consequences to grow academically and learn from their mistakes.
However, Arkansas’s outdated school discipline policies and practices can create more problems than they solve. Harsh, arbitrary, or “zero tolerance” policies often defy common sense, and the more often students are sent out of the classroom or are spanked at school, the further they fall behind.
Research shows that in- or out-of-school suspensions and corporal punishment (spanking) are not only ineffective at improving student behavior and school culture but also have negative long-term effects on mental health, graduation rates, overall academic success, and preparation for the workforce. While school discipline practices in Arkansas and across the country disproportionally impact Black other students of color, students with disabilities are also more likely to experience corporal punishment or restraining practices than their peers without disabilities.
Acting out in class is often an indicator that a student is struggling either at home or academically. When these students are sent to in-school or out-of-school suspension or spanked, it becomes even more difficult for them to keep up with classwork and stay in school. Students who are expelled are at disproportionately greater risk of not going back to school and graduating. This is even more true for foster care students and students with disabilities.
Ineffective school discipline also takes an emotional toll on kids at a time when their brains are still developing, and they need extra guidance. It can be especially harmful for students who have experienced trauma or have special developmental or emotional needs. In fact, Arkansas ranks 43 rd in the percentage of children who have experienced two or more adverse childhood experiences, such as abuse and neglect (22%). Unfortunately, these are usually the kids who are disciplined the most harshly. They also face barriers to getting the kind of counseling and mentoring that would address the root of behavior problems and help kids make better decisions.
While school districts themselves do not receive special funding for school discipline, they are required to report data on their practices. The University of Arkansas’s Office of Education Policy puts out an annual report that analyzes the data from each school district. School Districts must report the number of infractions in several categories.
In the chart here you can see the five-highest reported infractions from the last four academic years. In terms of frequency, the most common type of infraction is labeled “other.” This is where miscellaneous infractions get categorized and can include things like: stealing/theft, harassment/sexual harassment, terroristic threats, public displays of affection, cyberbullying, and cell phones.