Written by Alexander Ashcraft, AADM Journalism Team
Every parent wants their child to be safe in school – one part of ensuring that safety requires examining whether a student’s peers have a worrying disciplinary history. Disciplinary infraction can vary, though. Ranging from dress code violations to violence, it is difficult to view a student’s disciplinary record as a monolith. Unfortunately, SB 179 in the Georgia State Senate will do exactly that.
SB 179 contains several provisions, the principal of which details an amendment to previous legislation which would require any student transferring into a new school to supply their disciplinary record, especially if that record contains a felony conviction. Failure to disclose this could result in a misdemeanor offense for parents.
On the face of it, this bill appears necessary. The other provisions contained within this bill are more obviously beneficial. For example, SB 179, if passed, would implement evidence-based suicide awareness and training programs and a state-wide anonymous reporting program for dangerous activity on school grounds. These provisions are needed, but not in conjunction with the disciplinary record provision due to the potential for abuse.
One must first consider which population is disproportionately disciplined: Black males. According to the U.S. Department of Education Office for Civil Rights, Black students are suspended and expelled more frequently than other racial groups. Research conducted by Calvin Zimmermann, Assistant Professor of Education at the University of Notre Dame’s Department of Sociology, suggests that teachers engage in increased surveillance practices of Black boys in comparison to White boys in elementary school, causing Black boys to be more prone to being monitored for “rough play”, even when their White peers engage in the same behavior. Moreover, research indicates that Black students are reprimanded more harshly and more often compared to White students. When reprimanded, White students are able to avoid punishment, whereas Black students are unable to.
SB 179 does not acknowledge these disparities. It is paramount that the bill does so, as legislation should be backed by thorough research so as to prevent unintended consequences. The unintended consequence in this case is the exclusion of Black students, particularly Black male students, from schools. While it is understandable that a school would not want a transfer student with a list of infractions, it would only be compatible with the mission of safety underlined in SB 179 if the bill specified disciplinary records with major violent histories.
Ultimately, SB 179 treats disciplinary records as a monolith of good versus bad despite the variety of infractions a student can incur. When Black students incur these infractions unfairly due to increased scrutiny and excessive punitive measures, this bill inadvertently reinforces disciplinary disparities. The outcome of SB 179 will be the strengthening of the school-to-prison pipeline: being barred from the classroom means being pushed away from the safety of the school and into environments that may push a student into prison.
SB 179 should be reworked with stricter scrutiny for this provision – there is no improved safety in schools when a population is disproportionately targeted and excluded.
Here are three impactful actions you can take to make a difference. #mokahspeaks
1. Educate Yourself and Others:
Get a copy of Let’s Talk About the School to Prison Pipeline an empowering guide designed to educate students, parents, and educators about the systemic issues that fuel the school-to-prison pipeline. Share the book with community members to create awareness. Host a book discussion or community forum to explore strategies for advocacy and reform.
2. Advocate for Policy Change:
Contact your local representatives to express concerns about SB 179. Emphasize that treating disciplinary records as a monolith unfairly punishes students and strengthens the school-to-prison pipeline. Advocate for reforms that implement restorative practices, cultural competency training for educators, and equitable disciplinary measures that address disparities.
3. Support Impacted Students and Families:
Collaborate with local organizations such as the AADM working to dismantle the school-to-prison pipeline. Offer mentorship, volunteer for restorative justice programs, or participate in campaigns aimed at reducing excessive punitive measures. Support families in understanding their rights and navigating disciplinary processes.
Together, we can challenge harmful policies, create more inclusive schools, and ensure that no student is unfairly pushed out of the classroom and into the criminal justice system.
