Eliminate bias in school discipline

November is already upon us. Most of our students have settled into the routine of being back in school. As teachers, we want safe and welcoming classrooms that allow our students to grow academically and build character. We also want our colleagues to remain safe while teaching our students. It’s incredibly challenging to build an environment in which behavioral challenges are seen as teachable moments, so students have the opportunity to repair and learn from their missteps, but it’s vital if we want to prepare students to be successful in life after school. Unfortunately, it is possible that a Connecticut Education Associationbacked bill could be reintroduced in the Connecticut General Assembly that would make this work a whole lot harder.

The bill, which would require teachers and administrators to report individual students’ negative behavior, was vetoed twice because “it would have disproportionately affected and negatively impacted students of color and students with disabilities.” Essentially, the bill would have heavily penalized students who make mistakes, rather than helping them grow and learn from them. In so doing, it would have failed to protect our most vulnerable students, and ultimately harmed school climate. Although the bill’s stated goal was to develop strategies and interventions to curb negative behavior, many were rightly concerned that reporting such information would lead to discriminatory practices. A 2018 report by the Government Accountability Office found that black students continue to be more harshly disciplined in school. Focusing on incidents without taking steps to eliminate bias in school discipline would exacerbate preconceived biases that impact male students of color.

It’s no secret that students of color are disproportionately reprimanded for behavioral issues in comparison to their counterparts. This is in part the result of an overall lack of resources provided to teachers to overcome implicit bias, manage classrooms without relying on overly punitive discipline, and support our students’ mental health.

If union leadership had reached out to more of its teachers about this issue, I believe many of my colleagues would have shared what we need is more support staff so our students have better access to professionals who are trained to intervene appropriately; not to have to fill out more paperwork.

Last year’s proposed bill is a perfect example of how the union speaks for us and fails to represent our perspectives. A recent representative survey of educators across the nation and Connecticut found that 83 percent of Connecticut’s teachers regard unions as essential or important. While teachers believe their unions are crucial for advocating for resources, the same survey found only 21 percent of teachers say their union greatly represents their perspectives.

Other states have taken alternative routes to address discipline disparities. Massachusetts reported that officials were working to build awareness among school leaders to address racial bias and the achievement gap through multiyear trainings. In Massachusetts, one school decided to conduct trainings for staff on implicit bias and other related issues to reduce school discipline disparities. This shows what’s possible when school administration and the union work together to develop a comprehensive plan that addresses racial biases in discipline, but also provides proper resources for teachers and other staff.

Connecticut’s goal should be to close the opportunity gap, while simultaneously bringing resources to students and districts who need them most. Our state should continue its efforts to improve teacher diversity and culturally responsive teaching, so teachers have the tools and experience to fully support their students. Last year, with input from educators like me, legislators came together and passed two important bills. One requires teacher candidates to take culturally responsive courses prior to entering the classroom, as well throughout their career. The other requires the state to develop strategies to ensure at least 250 new teachers of color and administrators are hired and employed in our school districts. These measures are encouraging and a step in the right direction to ensure that our students are receiving a quality education, no matter what.

As we move through this school year, I hope that we continue to put our students first and if a similar bill is brought to the table, more educators are in the room.