Managing student behavior is as complicated as the many motivations that lie behind poor student behavior choices. Often, when a student misbehaves there is an underlying issue that needs to be uncovered if the behavior is to be meaningfully addressed. After all, the goal for any school is not to simply punish bad behavior, but to change it.

“Discipline and behavior must be individualized to the student’s needs to be successful,” said Cheryl Moss, Persell Middle School assistant principal and former JPS district behavioral specialist. “We have district parameters such as the Code of Conduct, but really, each student must be looked at individually. Finding out why they are acting out and using that information to create a plan to help the students learn better ways to respond so that the next time the behavior happens, they have a coping mechanism that will allow them to find their own, more positive solution.”

Schools across the country are abandoning the “zero tolerance” approach introduced in the 1980s and exploring interventions that actually teach students ways to better manage themselves, handle stress and perceived slights, and even methods to repair the damage they may have done to others. The US Departments of Education and Justice have joined forces to create an initiative called the “Supportive School Discipline” project that provides a community of practice for schools working to develop more effective responses to school discipline.

Understanding that changing philosophies about behavior will create a challenging transition for the Jamestown Schools, Superintendent Mains has implemented multiple research-based programs to allow schools to individualize their responses to behavior challenges. The new Code of Conduct gives principals wide latitude when deciding how to respond to code violations. The goal is to develop options for schools that address disruptive student behaviors and teach students more appropriate responses.

Programs that have been or soon will be implemented include: PBIS, Nonviolent Crisis Intervention Training, Trauma Informed Care, 2nd Step Character Education Program and Social Academic Instructional classes. The district is also looking at Restorative Justice as a possible resource, and the high school is crafting a small personalized learning environment for students who struggle to make good choices in the larger comprehensive high school setting.

Trauma Informed Care is based on research that showed adverse childhood experiences can impact a student’s mental and physical health, not only now but in the future. These experiences can directly correlate to depression, anxiety and addictions. They can also account for an increase in aggression and the likelihood of being involved with the criminal justice system later in life. Trauma is not an excuse for misbehavior, it just lays out the “why.” More information about trauma-informed care in the Jamestown Schools will be featured in a future article.

The district is also expanding nonviolent crisis intervention training for staff members. Nonviolent crisis intervention’s philosophy is to provide the best care, welfare, safety and security for all members of the school community in a crisis situation. The principles taught in nonviolent crisis intervention help staff intervene, and deal with, students before a situation escalates. It is a proactive, not reactive approach.

The Second Step Character Program was recently updated in the elementary schools. The research-based Second Step curriculum is a preventative program that is designed to reduce impulsive and aggressive behaviors in students by increasing their social competency skills through character education skills such as empathy and emotion management. The lessons are taught within the classroom setting and are highly engaging for all students.

Social Academic Instructional classes at the elementary and middle school levels are for students who have been identified as needing additional supports to learn appropriate ways to express their feelings. Groups were initiated, with curriculum and lesson plans just like academic lesson plans, to help everyone in the school learn how to help students develop appropriate coping skills in order to enhance their social and emotional well-being.

Beyond its programmatic responses, JPS is stepping up its collaboration with outside agencies like Chautauqua Tapestry. Tapestry brings together providers, families and the community to share responsibility and resources to enhance the delivery of services and improve the lives of youth and families. The district has also secured a counselor through the Chautauqua County Department of Mental Hygiene at the new Adaptive Educational Program. The district’s partnership with The Resource Center will soon lead to dental and mental health services added to our JHS school-based health clinic.

“There is no comparison with any other district as to the amount of services JPS offers to its students and families,” said Rachel Ludwig, project coordinator for Tapestry. “The district is extremely open to accepting more services for its students and families and is more than willing to put services on-site.”