Discretion in Education: Publicly Funded Schools and Expulsion of Problematic Students

The question of whether publicly funded schools should be allowed to expel problematic students is a complex and multifaceted issue. There is an ongoing debate on the appropriateness of such a decision, especially in light of the growing recognition of behavioral and psychological issues within the student population. This article aims to explore this issue, highlighting the need for a balanced and humane approach that prioritizes the well-being and education of all students.

The Need for a Balanced Approach

Publicly funded schools must balance the need to create a conducive learning environment with the responsibilities of fostering an inclusive and supportive classroom atmosphere. Students who engage in disruptive behavior pose a challenge to this equilibrium, yet the response to such behavior is not always straightforward. The current practice often focuses on punitive measures, which may not address the underlying causes of the behavior effectively. By implementing a more holistic and humane approach, schools can better serve all students, ensuring that no child is left behind.

Understanding andResponding to Students' Needs

Research indicates that many students who exhibit problematic behavior are actually sending a "silent message" – indicating that they are unhappy, sad, frightened, or traumatized. In such cases, traditional expulsion policies may only exacerbate the situation, pushing the student further away from a supportive educational environment. It is crucial for schools to understand the root causes of the behavior and respond accordingly, rather than resorting to immediate expulsion.

A proactive approach involves implementing Child Find, a federal protocol under the Individuals with Disabilities Education Act (IDEA). This protocol requires schools to identify students with disabilities and provide the necessary assessments. If the student is found to have behavioral issues that are a result of a disability, then expelling them would be inappropriate. Instead, the school should collaborate with parents to develop a comprehensive Educational and Psychological Evaluation and create a positive behavior intervention plan (PBIP). This collaborative effort ensures that interventions are tailored to the unique needs of the student and implemented consistently across all educational environments.

Addressing Systemic Issues

The effectiveness of these interventions is often hampered by systemic issues within the educational system. In many cases, Child Find is neglected, particularly during the early elementary years when intervention would be most beneficial. This oversight is often attributed to a lack of resources and support. Schools may be administratively heavy, making it difficult to allocate sufficient funds for assessment and intervention programs. Furthermore, parents may be defensive and perceive schools as adversarial, which can hinder effective communication and collaboration.

Compounding these challenges, parent-school communication often breaks down due to mutual distrust and a lack of understanding. Schools may feel that parents are uninvolved, incapable, or clueless, while parents may feel judged and untrusted. This adversarial relationship further complicates the process of addressing problematic behavior and providing the necessary support for all students.

Implementing a Positive and Supportive Approach

A positive and supportive approach to dealing with problematic behavior involves several key steps:

Early Intervention: Implementing Child Find protocols to identify students early and initiate appropriate interventions. Parental Consent and Collaboration: Gaining parental consent for comprehensive assessments and involving them in the development of intervention plans. IEP Meetings: Holding Individualized Education Program (IEP) meetings to design and implement a workable IEP. Functional Behavior Assessments: Conducting FBA to understand the underlying causes of problematic behavior. Positive Behavior Intervention Plans (PBIP): Developing PBIPs with parents and teachers to ensure consistent and effective interventions across all environments.

By following these steps, schools can create a culture of collaboration and support, fostering an environment where every student can thrive. This approach not only addresses the immediate issues but also promotes long-term success and well-being for all students, including those who may initially exhibit problematic behavior.

Conclusion

The decision to expel problematic students from publicly funded schools must be approached with care and consideration. By prioritizing understanding, collaboration, and positive interventions, schools can create a supportive and inclusive learning environment. This holistic approach not only benefits the students but also strengthens the relationship between schools and parents, ultimately leading to improved educational outcomes for all.