Resource Library-What do Disruptive Behaviors Indicate?

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The article discusses the impact of adverse childhood experiences (ACEs) on a child's behavior and social relationships. When children display disruptive behaviors at school, it often indicates turmoil in their lives and underlying issues they are trying to communicate. However, instead of addressing these issues, students with disruptive behaviors, particularly those identified as poor, of color, immigrants, or disabled, often face discrimination, criminalization, and exclusion.<br /><br />The article also introduces the concept of the School-to-Prison Pipeline, where zero-tolerance policies and harsh disciplinary practices in schools disproportionately affect marginalized students, leading to increased suspensions, expulsions, and in-school arrests. These practices result in students spending more time away from school, increasing the likelihood of dropout and involvement with the juvenile justice system.<br /><br />The article highlights concerning statistics, such as the overrepresentation of Black and Latinx students in student arrests and referrals to law enforcement, as well as the high percentage of students with disabilities being referred to law enforcement or arrested.<br /><br />To end the School-to-Prison Pipeline, the article suggests that schools should focus on building positive relationships with students and providing support services such as counseling and educational programs. It recommends using restorative justice approaches and positive behavioral interventions and supports. By getting to know students and addressing their social, emotional, and academic needs, schools can reduce disruptive behaviors and keep students engaged in learning.<br /><br />The article emphasizes the importance of equity and fairness in school climates and encourages school staff to work with mental health professionals to address the underlying causes of misbehavior. It suggests evaluating and updating discipline policies with evidence-based practices regularly. Additionally, schools should provide staff with training and resources to support students' social and emotional development and promote positive peer interactions.<br /><br />Finally, the article introduces Notice. Talk. Act. at School, a school-based mental health program developed by the American Psychiatric Association Foundation, which aims to help educators and staff identify psychiatric problems in students and address their mental health needs comprehensively.

Asset Caption

This resource provides community members with an overview of how schools tend to approach disruptive behaviors, the harmful impacts of Zero Tolerance polices, and a potential solution in how schools can view disruptive behaviors as a sign for support, not discipline.

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Keywords

adverse childhood experiences

disruptive behaviors

School-to-Prison Pipeline

marginalized students

suspensions

student arrests

students with disabilities

restorative justice approaches

mental health professionals

discipline policies