Impact of Zero Tolerance Policies on K-12 Education

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Author(s): R. Neal McIntyre Jr. (Valdosta State University, USA)
Copyright: 2019
Pages: 17
Source title: Handbook of Research on School Violence in American K-12 Education
Source Author(s)/Editor(s): Gordon A. Crews (The University of Texas Rio Grande Valley, USA)
DOI: 10.4018/978-1-5225-6246-7.ch016

Keywords: Education / Information Science Reference / K-12 Education

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Abstract

Since the mid-1990s, zero tolerance policies have been utilized in K-12 education as a means of addressing and deterring acts of violence on school grounds. While originally designed to address serious infractions, such as possession of weapons and drugs in schools, these policies have been expanded to include less serious offenses, such as fighting, absences, and other minor disturbances. Critics argue that this punitive approach has not only led to the inconsistent use and application of these policies but has also been used as a means of forcing lower performing students and minorities out of school by criminalizing minor acts thereby creating a school-to-prison pipeline. Research has identified that these policies are ineffective and has had a detrimental impact on kids both in school and beyond, yet they are still popular. This chapter examines these various issues and harmful consequences of zero tolerance while offering recommendations for schools to implement restorative justice practices, or a similar philosophy, in their response to wrongdoings by students.

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Impact of Zero Tolerance Policies on K-12 Education

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