Does Zero-Tolerance Work for Vulnerable Students?

Presentation at the Panel debate at the Education Festival, 20th June 2019, Wellington College

Over ten years of doctoral and post-doctoral research: how school bullying is associated with punishments in school.
The way zero tolerance is currently implemented usually does not work.
Particularly harmful for vulnerable students who frequently experience it, behaviour often worsens.

Zero-tolerance policies used in all the schools I have researched and worked in as a teacher.
Hierarchy of punishments, teachers are obliged to follow e.g. warnings, detentions and isolation.
Focuses on the unacceptable behaviour rather than what has contributed to it.
Perspectives of pupils are not adequately taken into account.

Vulnerable students: Learning difficulties/disabilities, deprived backgrounds, bullied, protected characteristics.
Children who are punished the most: learning difficulties, males, working-class backgrounds.
Once targeted for punishments by teachers they become repeatedly targeted.
Can develop hostile relationships between these pupils and teachers.
Punished children often do not know what they have done wrong, ‘not helped, just told off’.
Revenge, anger, boredom, aggression and feelings of victimisation when punished.
Children don’t learn how to improve behaviour through writing lines or staring at a screen.
More disruption which affects everyone present.
Become further marginalised e.g. excluded, placed with all the ‘bad kids’ and behaviour worsens.
Isolation can have physical and psychological side-effects e.g. migraines and, violent acts.
The victimised child attempted suicide and put in isolation for retaliating.
Tends not to improve how children think, feel or behave: Lack agency, voice and responsibility.
More serious infractions of school rules such as ostracising vulnerable students are usually approved.

Improvements in behaviour, and hopefully academic performance and a reduction in aggression.
Can improve the way the students thinks, feels and behaves towards other pupils and staff.
Improve the perception of self and their values.
How many children stuck in isolation persistently achieve their A-levels and go to University?

Mentoring and a system of dialogue: more understanding of the perspectives of others, learn how to behave better.
Improved understanding of the impact of their behaviour on others and the school, and of consequences
Change is difficult, takes time and there is relapse.
People might improve their behaviour e.g. through fear but not improve how they think, conceal.