Baltimore City is (Finally) Reducing Suspensions

There is ample research available in the education reform field that proves out of school suspensions are actually a very ineffective method of discipline; they lead to kids falling behind in school, increase their likelihood of further absence, and increase their likelihood to drop out of school entirely.

Opening this editorial, I expected to see the usual urban school statistic -- a reduction that is a big deal in an inner-city, but would seem like small potatoes to outsiders. Instead, I was surprised to read that Baltimore City reduced suspensions by 20% in the 2016-17 school year. However, this is still a great number of students being suspended, and being a largely minority student body, the national statistics of African American girls being 2-3x more likely to be suspended from school hold true in Baltimore.

The reduction in suspensions was to be expected, if you have been paying attention to new practices being tested in Baltimore; Baltimore City has recently made national headlines for their adoption of behavior management techniques such as mindfulness in meditation in the classroom and before and after school ; many schools have also adopted restorative justice practices through a citywide pilot with teacher training programs that specialize in restorative justice models.

It is clear Baltimore is on the right path with suspensions, and venturing outside of the box for the needs of their students. Let's hope they stay on this path!


https://www.washingtonpost.com/local/education/how-mindfulness-practices-are-changing-an-inner-city-school/2016/11/13/7b4a274a-a833-11e6-ba59-a7d93165c6d4_story.html?utm_term=.d616476d969c

http://www.baltimoresun.com/news/opinion/editorial/bs-ed-school-suspensions-20171025-story.html

A Time of Controversy: Knowing How and When to Process With Students

“Teaching empathy in a time of controversy” (Bowie, 2017) was the all too relevant and simplistic headline of the Baltimore Sun this October. The article described a dedicated teacher hoping to shift the hostile climate of her classroom by implementing a curriculum that would foster empathy. The author highlighted the immense need for such direct action during our current political climate and applauded the teacher’s efforts. Surprisingly, I found myself torn after reading this article. On one hand, it was encouraging to hear that these high school freshman were going to be provided with a curriculum dedicated to their social emotional well-being. This course was exactly what I had been wanting to see for years ­– more time allowed for critical conversations, and space to process the undercurrent of emotions and thoughts that affect students’ academic performance throughout the day.

Yet, I was also disappointed by the novelty expressed in this article. Why was this course on empathy considered a unique solution and not a common practice? And in a city reeling with behavioral challenges among very young students, why was this being introduced in high school? This week, the news reported that “more than 40% of children in Maryland experience traumatic events” (Cohn, 2017), and many of those children live in Baltimore. Thankfully, the research also explained the resiliency of children and their ability to overcome trauma given the proper support and care. This is excellent news, but it also begs the question, “Are we equipped?” Are teachers provided with the necessary training and resources to support students, as early as preschool, who are working through personal traumas or systemic hardships?  

For the past month, I have been a substitute teacher in on the outskirts of Baltimore city. On my very first day, I was asked to teach first graders about community members and the first person highlighted on the worksheet was a police officer. “I think they are killers…murders!” screamed a little girl before anyone else had a chance to answer. The class waited for me to respond. The following week, a 5^th grade boy knelt silently during the pledge of allegiance. Again, the class waited for my reaction.  These young students were keenly aware of the tension in our nation and in this city, not to mention the personal experiences they may have had. I guided the little girl in choosing the multiple choice answer that best described her disgust, and I did not discourage the 5^th grader’s display of solidarity. To me, these experiences demonstrated the need for much earlier intervention and support of students’ social and emotional well-being. The trauma is happening now, and high school is too late.

References

Bowie, L. (2017, October 8). At Maryland high schools, teaching empathy in a time of controversy. Retrieved October 25, 2017, from https://www.newsoneplace.com/4826401709/maryland-schools-teaching-empathy-controversy

Cohn, M. (2017, October 19). More than 40 percent of Maryland children experience traumatic events. Retrieved October 25, 2017, from http://www.baltimoresun.com/health/bs-hs-adverse-childhood-experiences-20171018-story.html