| Schools are important environments in which children, families, educators, and community members have opportunities to learn, teach, and grow. Dr. Martin Brokenleg states that, "positive attachments between adults and youth are the foundation of effective education. These individual bonds however, must be a part of a synergistic network of relationships that permeate school culture." These environments have the potential to provide positive adult and peer role models, regular opportunities to experience academic and social success, and social engagement that develops lasting peer and adult relationships.
In recent years fighting, violence, vandalism, truancy, lack of discipline, and drug use have been among the top concerns of the general public and educators. In addition, efforts to improve educational services and opportunities for students with disabilities and problem behavior have increased in general education settings. Management and control of problem behavior regardless of whether the student does or does not have a disability has drawn increased attention from school, families, and communities.
Often in situations in which students are insubordinate and non-compliant or disrupt the learning of others, an educator's basic reaction is to engage in actions that decrease or remove such aversive situations such as: using in- and out- of school detention, suspension, and expulsion; and alternative school programs and placements. Most codes of conduct and discipline handbooks detail consequence sequences designed to "teach" these students that they have violated a school rule, and that their choice of behavior will not be tolerated. These strategies focus on students labeled as "bad" rather than on the school system. Brokenleg states, "children in every culture need to belong…children by their nature strive for mastery, thus, schools that sabotage this motivation for competence are maltreating children." These responses have been ineffective in developing internal control in students and creating more sustained positive learning environments that prevent the development and occurrence of antisocial behavior in schools. Reactive and punishment-based responses create a false sense of security and environments of authoritarian control are established sometimes resulting in student dropout. In her book, Safe Passages (1998), Joy Dryfoos suggests, "What young people really need on a daily basis are safe places, challenging experiences and caring people." Thus, the school's primary purpose of providing opportunities for academic success for all students is decreased. Educators must advocate for individual and schoolwide discipline support in order to create a safe and positive learning environment, utilize teaching time and provide effective learning opportunities.
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