Declining Discipline in Schools: Causes and Effects

The Cracking Facade: Examining the Impact and Causes of Declining Discipline in Schools

The hushed hallways and orderly classrooms once synonymous with the school experience are, for many, relics of the past. A growing concern is the perceived decline in discipline within schools, a shift that impacts not only the learning environment but also the overall development of students. While individual experiences vary, anecdotal evidence and some research suggest a worrying trend: a weakening of the rules, expectations, and consequences that once guided student behavior. As a veteran teacher close to retirement, I can say that things are different now from 5-10 years ago. Big time difference from the 1990’s, early 2000’s to now. Cell phones, computers, lack of parenting at home and social media has made school days a bit challenging.

But is this decline a real phenomenon, and if so, what are the contributing factors? And more importantly, what are the ramifications for students, teachers, and the future of education?

The Ripple Effect of Lax Discipline:

The impact of undisciplined behavior in schools extends far beyond mere disruptions. It creates a ripple effect, negatively influencing various aspects of the educational ecosystem:

• Compromised Learning Environment: Classrooms plagued by talking out of turn, disrespect towards teachers, and even bullying make it challenging for students to focus and learn. The constant disruptions derail lessons and hinder the progress of those who are eager to engage.
• Teacher Burnout and Attrition: Maintaining control in a chaotic classroom is exhausting. Facing repeated disrespect and defiance can lead to teacher burnout, increased stress, and ultimately, a higher attrition rate, further destabilizing the school environment.
• Erosion of Respect and Responsibility: When rules are inconsistently enforced or ignored altogether, students learn that actions have no consequences. This can lead to a lack of respect for authority, a diminished sense of responsibility, and a disregard for the well-being of others.
• Increased Anxiety and Fear: Bullying and aggressive behavior can create a climate of fear for students. Feeling unsafe in school can significantly impact their mental health, academic performance, and overall well-being.
• Preparation for Adulthood: Schools serve as a microcosm of society. If students are not taught the importance of rules, respect, and accountability during their formative years, they may struggle to navigate the complexities of adult life successfully.

Unraveling the Causes: A Complex Web of Factors:

The decline in discipline is not a singular issue but rather a symptom of a complex web of interconnected factors:

• Shifting Parenting Styles: Some argue that shifting parenting styles, particularly the rise of permissive parenting, contribute to a lack of respect for authority in children. Children who are not accustomed to boundaries and consequences at home may struggle to adapt to the structured environment of a school.
• Over-Reliance on “Positive” Discipline: While positive discipline strategies are undoubtedly valuable, some argue that schools have swung too far in this direction, neglecting the importance of clear boundaries and consequences for unacceptable behavior. The fear of labeling students or triggering negative emotions can sometimes lead to a reluctance to enforce necessary disciplinary measures.
• Socioeconomic Challenges: Poverty, lack of access to resources, and family instability can significantly impact a child’s behavior. Students facing these challenges may exhibit behavioral issues stemming from stress, trauma, or a lack of support at home.
• Influence of Technology and Social Media: Constant access to technology and social media exposes children to a wide range of influences, some of which can be detrimental. Cyberbullying, exposure to violence, and the normalization of disrespectful behavior online can contribute to behavioral issues in school.
• Lack of Adequate Resources and Support: Schools often lack the resources and support needed to address behavioral issues effectively. This includes a shortage of counselors, psychologists, and support staff, as well as a lack of funding for programs designed to promote positive behavior and address students’ social-emotional needs.

Rebuilding the Foundation: Towards a More Disciplined and Supportive Environment:

Addressing the decline in discipline requires a multifaceted approach that involves parents, teachers, administrators, and the community as a whole.

• Strengthening Communication and Collaboration: Fostering open communication and collaboration between parents and teachers is crucial. Parents need to be actively involved in their children’s education and understand the expectations and consequences for behavior at school.
• Implementing Clear and Consistent Disciplinary Policies: Schools need to establish clear and consistently enforced disciplinary policies that are fair, equitable, and age-appropriate. These policies should outline the consequences for unacceptable behavior and provide opportunities for students to learn from their mistakes.
• Investing in Social-Emotional Learning (SEL): SEL programs can help students develop important skills such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. These skills are essential for navigating social situations and resolving conflicts peacefully.
• Providing Adequate Support for Students and Families: Schools need to provide adequate support for students and families facing socioeconomic challenges. This includes access to counseling, mentoring programs, and resources that can help address family issues and promote student well-being.
• Promoting Positive School Culture: Creating a positive school culture that is based on respect, empathy, and inclusivity can help foster a sense of belonging and reduce behavioral issues. This can be achieved through activities that promote collaboration, teamwork, and positive relationships between students and staff.

The challenge of declining discipline in schools is a complex one, but it is not insurmountable. By acknowledging the issue, understanding its root causes, and implementing comprehensive solutions, we can create a more disciplined and supportive learning environment that empowers students to reach their full potential. The future of our children, and indeed society, depends on it. A good friend and mentor mine once told me that “what is allowed will persist”. He was telling me as a young teacher that we cannot control the outcome of a child’s home life, upbringing, lack of upbringing and other factors. But we can control our classroom. Teachers and administrators must be in control of their classroom and manage it. As I tell students, when your name is on the door then you can do as you please and tell me what you are or are not going to do.

In the past 10 years I have probably referred maybe 5 kids to the office and most of those were the same kids repeating the same behaviors. As educators, we are charged with the educational opportunity of our students. With that comes a burden to not allow one or two students to disrupt the opportunity of all the others. Having a good admin team that will not allow these persistent students to disrupt class is a huge plus. Having a supportive parent that does not baby their children and lays the blame on the teachers and school for their children’s behavior, effort, actions and reactions is the biggest plus. I promise you, kids will lie and here are the most common.

1- My teacher did not explain it to me.

2- My computer is not working or I lost my charger.

3- My teacher has not updated my grades.

4- I turned that in a few days ago.

5- My teacher doesn’t like me.

6- I am so busy I cannot keep up.

Now, let’s speak some truths as seen daily in the high school setting.

1- Kids playing video games, watching videos or movies on their school laptop instead of doing assignments.

2- Kids missing too much school, skipping class or sleeping.

3- Kids on their phones texting, doing social media.

4- Kids just not caring or seeing that the ability to read, write, speak and calculate math is important after graduation.

5- Students not having ambition or being driven by parents to play sports, be in the band, work part time, or do constructive things with their time to build the skills needed to be a successful student and adult.

6- Kids just misbehaving, blaming it on a disability, ADHD, or just generally do not care about school.

7- Parents not holding their kids accountable for good grades, attendance and activity at school. I hear the what am I going to do, he is 15 years old. He may be 15 and think he is independent. However, he relies on you for financial support and lives in your home, will drive your car, and has a phone that can be taken away.

Either way, this is my opinion and comes from experience. The ever changing educational opportunity of students is constantly evolving. But the ways we teach is not and that may be part of the problem. I think kids should not have access to cell phones at school. Drop all the complaints about getting a hold of them or school shootings which are rare. If you need your kid, call the school, they call the classroom and you speak to your child. Stop by, check them out and do what you need. I also think that we need to limit all computer activity to maximum of 50% of class time per day and have them do hands on, active learning where they have to read and write daily. I think they need at least 30 minutes daily of free time, recess like in elementary school by having an extended break twice a day or a longer lunch time. Kids need to kids and have fun with their peers and friends even in a learning environment. Lastly, if a kid is a consistent pain in the butt then they need an option other than staying in trouble and disrupting everyone else daily/weekly.

I am glad the DOE is being looked at, audited and fixed. It is way past due and America’s schools have suffered from too much governmental exposure and leadership with people that have not been in a classroom ever or within the last twenty years. How can a non-teacher actually tell someone how to run a school, teach a kid or fix what is broken.