Every child deserves a safe school

Criticism of public education, particularly in large urban districts, continues to grow, especially over the safety and well-being of students and adults. This has resulted in an exodus of students and persistent calls to dismantle urban public-school districts. While a recent political initiative to break up Clark County School District failed, at least for now, the district lost over 30,000 students in the past five years.

Public schools have the responsibility to provide a free and appropriate education for all students. That responsibility begins with the assurance of physical, mental and emotional safety.

School facilities can be “hardened” with better security procedures, structural improvements and enhanced technology systems, but no fortress is impregnable, and regardless of precaution or practice, there are no absolute guarantees of safety.

Beyond physical hardening, schools can enhance safety by maintaining cordial and cooperative learning environments that are safe for all students, regardless of background or identity. Students from abusive, violent, neglectful, overly competitive, aggressive or distressed households or communities may require more positive guidance from adults at school.

Equal academic outcomes may not be achievable. But, every school should have high standards of student behavior. Respectful interactions must be the norm. Compliant and cooperative behavior must be constants. Inappropriate student behavior must be quickly and respectfully addressed.

Attending public schools is still a privilege. It should not include the liberty for aggressive, noncompliant or disruptive behavior.

It takes relentless effort and constant presence of building administrators to establish quality schools. Teachers and staff continually shape student behavior with positive guidance in hallways and classrooms.

Despite these efforts, a small percentage of students demonstrate a consistent inability to comply with reasonable standards. They must be offered a different academic placement. Students should not be returned to regular classrooms until compliance is assured. A few may even have to be permanently removed from the normal educational environment.

The recent shooting in Colorado exemplifies this point. A Denver student, on a personal safety plan subject to daily personal weapons searches and a known danger to the school because of previous behavioral issues, shot school administrators during the morning search.

There are no “one size fits all” policies or practices that effectively address individual student or school needs. Every situation is unique. Tying the hands of administrators and teachers with state-mandated procedures limits the ability of administrators to serve the best interests of each individual student.

Disincentives are needed to mitigate unwanted behavior. Amends, such as those allowed under Nevada’s Restorative Justice plans, are not enough. There is no evidence that incarceration rates are lower when violent behavior is tolerated in public schools.

An overemphasis on the creation of equal outcomes has caused both the state Legislature and Nevada Department of Education to act in desperation. This quest, perhaps noble in intent, interferes with the uses of best and proven practice in public education.

Legislation cannot equalize outcomes. Misguided mandates create unintended consequences that hurt everyone.

Safety and well-being are among the primary reasons that parents seek options for their children outside of the regular public school system. Parents want their children to attend schools that have safe, effective learning environments. If urban school districts do not step up, the exodus will continue and only the most vulnerable students will be left behind.

Attending public schools is still a privilege. It should not include the liberty for aggressive, noncompliant or disruptive behavior.