In Figure 11.4, we present the percentage of schools that selected specific intervention options in response to the most severe and least severe scenarios, by grade level
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Figure 11.4 draws a contrast between the similarities and differences across school responses to different situations.
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Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
regardless of incident severity or grade level, at least 80 percent of schools consult with parents or guardians or conduct a home visit.
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Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
Furthermore, it is common for schools to address both low- and high-level incidents using supportive disciplinary measures, such as detention or removal of privileges; about two-thirds of schools selected these options regardless of incident level.
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Our data also show that schools respond differently to more-severe incidents than they do to lower-level ones, as shown in Figure 11.4.
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Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
For example, about 60 percent of schools said they would warn potential victims in the most severe situations, but less than 10 percent focused on warning potential victims in response to low-level incidents.
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By contrast, use of verbal warnings was common for lower-level incidents but much less common in more severe cases.
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Only very few principals said they would use restrictive measures—such as law enforcement action or permanent removal from school—in response to the least severe incident we presented.
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However, notable shares of schools said that they use such actions in the most severe cases.
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Altogether, these findings suggest that there is widespread agreement over how to respond to the lowest-level and most severe incidents and that schools are delineating in their responses to low-level versus severe incidents.
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Schools are responding to low-level incidents with support-focused intervention options and reserving restrictive practices for more severe incidents.
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Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention.
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The student does not respond to multiple teacher requests to stop their behavior.
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Scenario H: A student has a history of getting into fights with other students at school and being generally disruptive in the classroom.
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Earlier this year, the student complained about being singled out and bullied by many other members of the class.
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The student was later caught bringing a knife to school, explaining it was “for protection,” and an investigation determined that there were firearms in the family home.
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After a fight on the playground with a classmate, the student yells that “he’d be sorry” and warned another classmate that “they shouldn’t come to school tomorrow.”
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Scenario I: A student is repeatedly disruptive in their biology class, talking with other students or playing on their phone.
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Though in a course normally taken by students one grade below theirs, the student still appears to be struggling with the material.
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The teacher has made attempts to correct or redirect the behavior but has been unsuccessful, and reached a point where frustration is affecting the entire class.
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Scenario P: A fight breaks out in the hallway during passing time, and student witnesses reported hearing one of the aggressors shout, “see you tomorrow for another round,” and the bullied student replying, “Fine. This ends tomorrow.”
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The incident involves a student who has a history of being bullied and was caught brandishing a knife (which they said they needed “to try to get all of them to stop”) last school year.
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An investigation determined that there were unsecured firearms in the family home.
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As mentioned above, what that consultation or home visit is intended to accomplish may be different in different scenarios.
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This could very likely be because lower-level incidents depicted in our scenarios, such as disruptive classroom behavior, do not involve targets or victims of threats or actual violence.
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