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Attendance problems and disciplinary procedures in Nebraska schools.
1College of Pharmacy, University of Nebraska Medical Center, Omaha., 68198-6045, NE, USA.
Journal of Drug Education
|September 11, 2002
Summary
School principals in Nebraska reported similar disciplinary actions for attendance, violence, and substance abuse, with stricter measures for repeat offenses. Consistent policy communication is needed between rural and urban schools.
Area of Science:
- Educational Administration
- School Safety
- Behavioral Management
Background:
- School disciplinary policies and procedures are crucial for maintaining a safe and orderly learning environment.
- Understanding variations in disciplinary approaches between rural and urban settings can inform policy development.
- Attendance, violence, and substance abuse are key areas of concern for school administrators.
Purpose of the Study:
- To compare school attendance policies and disciplinary procedures in rural versus urban Nebraska schools.
- To contrast the use of disciplinary actions for attendance, violence, and substance abuse between rural and urban school settings.
- To identify common violence prevention programs and procedures implemented by school principals.
Main Methods:
- A survey was administered to a random sample of 50 percent of Nebraska schools.
- Schools were categorized as rural or urban based on their location within or outside Metropolitan Statistical Areas (MSA).
- Survey data included disciplinary problems, procedures for first, second, and third offenses, and open-ended responses on violence prevention.
Main Results:
- A response rate of 68.2% (464 out of 680 surveys) was achieved, with 86.2% from rural and 13.8% from urban schools.
- Parent contact was the primary response for both occasional and chronic attendance problems in both settings.
- For fighting and substance abuse, disciplinary actions escalated with repeat offenses, including suspensions and expulsions, with urban schools showing more frequent use of principal-led discipline for fighting.
Conclusions:
- Disciplinary actions for most problems were similar across rural and urban schools, with increasing severity for recurrent or serious offenses.
- Discrepancies in disciplinary actions highlight the need for consistent policy enforcement and communication in both rural and urban educational environments.
- Common violence prevention strategies included conflict resolution training, social skills models, and zero-tolerance policies.