Detention Isn’t Discipline.

Summary

The article argues that detention is an outdated disciplinary measure with questionable effectiveness and suggests exploring more progressive and personalized approaches to student discipline.

Abstract

The author reflects on personal experiences with detention in a strict college prep school, questioning the utility of such punishments. Citing research by Stephanie McCann and Direct Administration, the article highlights the ineffectiveness of detention in improving academic performance and its disproportionate impact on minority students. It proposes that detention, as a one-size-fits-all solution, fails to address underlying issues that may contribute to student behavior. The author advocates for alternative methods that focus on understanding and addressing the root causes of misbehavior, fostering relationship building, and providing individualized support to students. The article emphasizes the need for systemic change in disciplinary practices to better serve the diverse needs of students.

Opinions

Detention is seen as a punishment rather than a form of discipline that promotes learning or improvement.
Students who serve detention are more likely to face academic setbacks and future involvement in criminal activity.
There is a racial disparity in the application of detention, with African-American and special education students receiving a disproportionate amount of exclusionary punishment.
Detention can contribute to lowering self-confidence and efficacy in students, which is counterproductive to the goals of discipline.
Alternatives to detention should involve private conversations with teachers to address behavior without public humiliation.
Underlying issues such as family circumstances, lack of engagement with the material, or mental health concerns should be considered and addressed.
The ultimate goal of discipline should be to assist students in reaching their potential, which may require counseling or personalized educational strategies.
Systemic changes are challenging but necessary to align disciplinary practices with the best interests of students.

Detention Isn’t Discipline.

Why we need a new school solution.

Growing up, I served my fair share of detentions in my uber strict college prep school. From “talking too much” in french class in eighth grade (when I admittedly was asking a classmate for help) to my phone accidentally going off in algebra in freshman year, I served a total of nine hours of after-school detention, sorting out lanyards with my soon-to-be friend, who received the delinquent treatment for playing games on his computer while bored in Biology.

Truly, my favorite detention I served was junior year, when I drove the wrong way on a school pathway. Another was when my skirt was an inch too short (caught by my male principal). Why are we still practicing an age-old practice that does not have proven social or academic benefits? Are there more progressive alternatives that have a better shot at students’ success?

To this day, whenever I hear a phone go off in class, my heart pounds and skips a beat. It is the true panic of trying to complement all of the varying guidelines and rules that in all honesty- distracted me from my school experience. While I understand the teacher adopts the role of “parent” during school hours, the concept of detention is outdated and has controversial effects.

In Northwestern College’s Stephanie McCann’s Detention Is Not the Answer, She concludes “students in detention were much more likely to be held back, drop out or be involved in criminal activity…[and] did not improve academic performance” (McCann, 6). In an article by Direct Administration, “African-American and special education students face disproportionate rates of exclusionary punishment, such as detention” (Breaking School Rules: A Statewide Study, 2012). I personally observed students of color being treated differently than white peers, and this is common. It leads down a very dangerous road of setting precedent, as well as lowering self-confidence and efficacy at a young age, which can be damaging instead of disciplinary.

Detention isn’t discipline. It is a punishment. There is a difference.

Photo by Rubén Rodriguez

While detentions are seen to have useful benefits, such as a lower retention rate of the behavior, it is also a “catchall” for most offenses that is grossly outdated. We have to take a step back and reflect on what our goals are here. Instead of punishing a student for being on their phone during class, what about a private conversation with the teacher after class (without the peer humiliation). What if we focused on the root of the problem in this situation, i.e are there family circumstances that are distracting this child in class? Are they bored with the material and the teacher can alter it to gauge their interest? Is there an underlying issue that requires counseling?

If the goal is discipline, then the steps should be relationship building.

I understand systemic changes to the entire school system don’t happen overnight, and there are many obstacles to come through in rethinking how we discipline students at every age. If we step back and reflect on the goals of our students, we can see that our students are worth more than an umbrella punishment. They are worthy of assistance to reach their goals. It will be hard to take the progressive route.

But our students are worth it.