Based upon the inadequacy of zero tolerance policies, it is crucial to convey the explicit circumstances that require attention to promote necessary change. The leading failure of zero tolerance policy is the questionable predetermined sanctions it serves for trivial behaviors. Suspension and expulsion has become the predominate forms of punishment throughout elementary and secondary schools under zero tolerance. A national report indicates the number of students receiving suspension during a single academic year substantially spiked from 1.7 million in 1997 to 3 million in 2003 (Teske, 2011). Of this overwhelming population, most students received these types of punishments for truancy, dress code violations, and tobacco use (Teske, 2011). The overwhelming use of suspension and expulsion generates loads of destructive side effects.
There is a direct correlation between punishments of zero tolerance and the absence of education experienced by students, especially through suspension and expulsion. Scholars suggest that being in school is a proactive measure to prevent risk factors associated with delinquency. Teske (2011) indicates that students who encounter suspension or expulsion are more likely to …show more content…
Such strategies ignore “the unrefined skills associated with an adolescent’s developmental capacity to manage emotions and conflicts” (Teske, p.90, 2011). Recent research provides that the frontal lobe, which processes emotion into logical response, is not fully developed until age 21 (Teske, 2011). Typically teens respond more strongly with gut response rather then evaluating the consequences of what they are doing (Teske, 2011). While adolescent brain development does not completely explain irrational behaviors, it does highlight biological limitations to processing emotion, which should be accounted for when evaluating zero tolerance
There is a direct correlation between punishments of zero tolerance and the absence of education experienced by students, especially through suspension and expulsion. Scholars suggest that being in school is a proactive measure to prevent risk factors associated with delinquency. Teske (2011) indicates that students who encounter suspension or expulsion are more likely to …show more content…
Such strategies ignore “the unrefined skills associated with an adolescent’s developmental capacity to manage emotions and conflicts” (Teske, p.90, 2011). Recent research provides that the frontal lobe, which processes emotion into logical response, is not fully developed until age 21 (Teske, 2011). Typically teens respond more strongly with gut response rather then evaluating the consequences of what they are doing (Teske, 2011). While adolescent brain development does not completely explain irrational behaviors, it does highlight biological limitations to processing emotion, which should be accounted for when evaluating zero tolerance