Staff Reports
In a recent agreement that put an end to the teachers strike in Portland, Oregon, a new disciplinary policy was introduced that calls for “restorative justice” for students who check all the boxes. CNN reported that the strike was resolved late last month, bringing relief to both students and teachers. Previously, middle school and high school students could face suspensions of at least five days for the most serious incidents of physical harm or threats of violence, according to KGW-TV in Portland. However, the new policy takes a different approach.
Major Liberal City Set to Discipline Students Based on Their Race and Gender Identity for 'Restorative Justice'
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Under the new agreement, a team of staff psychologists, counselors, and social workers will be involved in addressing disciplinary issues, with additional staff members assigned as needed. The district acknowledged that non-white students were being suspended at higher rates, and they wanted to address this issue. According to Oregon Public Broadcasting, the district’s Collective Bargaining Team stated in a letter to families that “Black, Native American, and other students of color are referred out of class significantly more often.” Additionally, students receiving special education services were also being disproportionately disciplined.
The new collective bargaining agreement mandates that when a student exhibits “continuous disruptive behavior,” a support plan must be developed. This plan may include detention, among other measures, and takes into account factors such as trauma, race, gender identity/presentation, sexual orientation, and the use of restorative justice. Mandatory suspensions are no longer the go-to disciplinary response. Instead, the focus is on addressing unmet needs and creating an environment that helps students find new ways to meet those needs.
However, it should be noted that serious acts of violence or escalating violence can still result in removal from school. Michele Exner, senior adviser for Parents Defending Education, criticized the new discipline policy as “absurd” and argued that it would only contribute to the divisive climate seen in academic institutions. It is worth mentioning that Portland was in the process of developing a restorative justice pilot program before the pandemic disrupted its implementation.
Overall, this new student disciplinary policy in Portland feeds into the ongoing debate on how to strike a balance between disciplinary measures and providing support and guidance to students. While some hail the introduction of restorative justice, others are skeptical about the potential consequences and its impact on the school community.
