“Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School

The authors contend that zero tolerance discipline policies are inconsistent with adolescent developmental needs for authoritative, as distinguished from authoritarian, discipline. Previous research has applied the notion of authoritative parenting to teaching styles in classrooms, and a similar model of authoritative discipline can guide schoolwide discipline policies and practices (Gregory & Weinstein, 2004 Gregory, A. and Weinstein, R. S. 2004. Connection and regulation at home and in school: Predicting growth in achievement for adolescents.. Journal of Adolescent Research, 19: 405–427. [Crossref], [Web of Science ®] , [Google Scholar]; Walker, 2008 Walker, J. M. 2008. Looking at teacher practices through the lens of parenting style.. Journal of Experimental Education, 76: 218–240. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Wentzel, 2002 Wentzel, K. R. 2002. Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.. Child Development, 73: 287–301. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Schoolwide authoritative discipline combines high levels of both structure and support. The authors conceptualize school structure as adequate supervision of students and consistent and fair enforcement of school rules. They conceptualize school support as the availability of positive adult–student relationships, help for struggling students, and programs to address students' nonacademic needs. With its firm but fair and supportive approach, authoritative discipline can create a safe and secure learning environment conducive to student engagement and achievement.