Students Who Violate the Student Code of Academic Integrity Should Be Immediately Expelled
Students Who Violate the Student Code of Academic Integrity Should Be Immediately Expelled
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Introduction
Students who violate the student code of academic integrity should be immediately expelled as this will enable them to be obedient, be focused on academic work and be developed into productive and law abiding members of the society. Application of zero tolerance policies in schools ensures that students will endeavor to adhere to the stipulated students ethical codes and academic integrity (Imber & Geel, 2009). Regardless of these affirmations, various groups and individuals hold controversial views concerning expulsion of students from schools when they act against the set rules. Zero tolerance to mistakes committed by students makes many students to be expelled since schools do not exercise discretion and leniency towards students. The main objective of immediate expulsion is to have a standardized school discipline model or system, and prevent students from engaging in unacceptable activities (Kride, 2010).
Immediate expulsion of students from schools for breaching academic integrity policies and student code of ethics raises various questions relating to the learning environment. Learners and instructors are supposed to work in safe educational environments. However, some people affirm that such policies (zero tolerance) seem to impinge on their privileges as it creates dysfunctional learning surroundings (Kaplin & Lee, 2009). Students perceive the punishment as irrational, impersonal, and unjustified and this means that immediate expulsion is not seen as a suitable disciplinary mechanism. This paper will give an analysis of the use of immediate expulsion in schools and then make a conclusion on whether zero tolerance policies are justifiable or not.
Validity of Immediate Expulsion of Students (Zero Tolerance)
Breach of the student code and violation of academic integrity of schools should not be tolerated at any point. Students found guilty of such offenses ought to be immediately expelled (Hendershott, 2009). There are concerns about the predicament of the expelled students, though much attention should be focused on students whose learning is made intricate by defiant students and unsuitable schooling environments that they construct. A majority of the students who misbehave at school are noted to have poor home environments; where their parents are uncaring and at times antagonistic to their children’s academic work (poor parenting skills). Such children should not be tolerated to interfere with the edification of students whose parents are helpful and appreciate acquisition of knowledge through education (Casas, 2009).
Students are admitted in schools and given instructions, regulation and codes of ethical conduct and academic integrity that they are expected to uphold as long as they are in school. This validates adoption of immediate expulsion of defiant students in case they engage in activities that are contrary to the specified regulations. It is through the adoption of these policies in schools that discipline can be instilled in students (Imber & Geel, 2009. This will make them to be obedient and transformed into individuals who appreciate the need for authority and law. Students will have respect for each other and the people they interact with in the society. This means that obedient people, people of integrity and honesty will be created leading to a productive society.
Contradictory View of Immediate Expulsion of Students
Immediate expulsion is harmful and unsuitable for instilling discipline in students when they violate the school rules. It often results in students being subjected to tougher punishments than they otherwise would deserve (Kride, 2010). This is because zero tolerance routinely and often harshly scolds students for mistakes ranging from trivial to serious irrespective of the intention of the learner or the circumstance of the actions. In spite of the application of this approach in disciplining students, the punishments do not prevent future misbehavior. In reality, it has been noted that use of immediate expulsion in schools leads to an augmentation of recidivism and may even end up dropping out of school (Hendershott, 2009). There is distress among such students who are expelled and may resolve to abuse drugs and alcohol as a way of “cooling” themselves, and this main eventually ruin their lives.
Students who drop out of school because of immediate expulsion are prone to be jobless and enter the infantile or adult justice system. This assertion insinuates that there are inadvertent effects of these policies to victimized students including involvement with the criminal justice system (Imber & Geel, 2009). There is a need to consider psychological and social-emotional needs of students so that appropriate disciplinary policies can be used to enable them participate fully in the learning practice. Issues such as poverty, ethnicity, family composition, mothers’ educational background and language background are termed as the most imperative in ascertaining whether the students are at risk of misbehaving at school (Hendershott, 2009). This has an implication that there is a need for using clear behavioral and communication skills so as to help students from the aforementioned backgrounds to become successful learners.
Analysis of the Perceptions on Immediate Expulsion of Students
Use of immediate expulsion of students from schools when they intentionally or unintentionally breach student code and academic integrity is a highly controversial aspect. There are affirmations which support it while others view it as an irrational way of scolding students (Kride, 2010). Views supporting the adoption of immediate expulsion in schools assert that students are trained to be obedient, careful and compliant with various laws. Students become respectful and work harder to attain better grades which enable them to have access to many job opportunities and become industrious people (Casas, 2009). This means that students become more careful while in school and out of school as they are conscious of the immense consequences which would befall them in case they misbehave. However, this does not insinuate that it is the only feasible policy that can be used to endorse adherence to the student code and maintenance of academic integrity.
On the contrary, the consequences of depending on immediate expulsion as a way of restoring discipline in students seem demoralizing and unsuccessful. These policies do not improve the wellbeing of schools or the students undertaking studies in the learning institutions under siege (Imber & Geel, 2009). Schools are supposed to be avenues where positive behavior is promoted and therefore adoption of immediate expulsion policies worsens the situation. Students are forced to drop out of school in some cases and end up leading miserable lives (Hendershott, 2009). They become criminals (youthful or mature justice system) and this means that immediate expulsion of students from schools is not an effective approach of dealing with students’ misbehavior. In this case, immediate expulsion or use of zero tolerance when students make mistakes is not discipline but punishment that does not make them better people.
References
Imber, M & Geel, T (2009). Education Law. Edition4, Taylor & Francis.
Kride, C (2010). Encyclopedia of Curriculum Studies, Volume 1 Encyclopedia of Curriculum Studies, SAGE.
Casas, M (2009). Enhancing Student Learning in Middle School. Taylor & Francis.
Kaplin, W & Lee, B (2009). A Legal Guide for Student Affairs Professionals. Edition2. John Wiley and Sons.
Hendershott, J (2009). Reaching the Wounded Student. Eye on Education.
