Between 2001 and 2007 a zero tolerance policy instituted by the Ontario Government was in place. In the year following the introduction of the zero tolerance policy, the number of suspensions in Ontario schools increased by almost 50,000 to 157,436, according to an article in the March 19, 2015 edition of the Globe and Mail. This article talks about how some schools took action to reduce the number of these harsh punishments. Principal Mark Daly and staff of St. Jean de Brebeuf Catholic Secondary School in Hamilton have transformed an overcrowded and troubled institution into happy place where behavior problems are infrequent. This has happened despite the large number of students who are from low income families, have disabilities, or are immigrants. Suspensions have decreased from up to three a day to two or three a month. Frequent police visits to break up fights or remove drug dealers are a thing of the past. No longer is St. Jean de Brebeuf a “rough” school engendering fear in students. Lisa Gondo, student council vice president states that now it is a place where students really care about one another and about their school.
The Hamilton Catholic School Board introduced alternative forms of discipline, such as restorative justice. The faith-based curriculum teaches forgiveness and reconciliation. Lessons in emotional literacy, social skills and self-regulation were added to the curriculum. The school focused on preventing negative behavior through cultivating positive relationships and spiritual values rather than relying on suspensions and expulsions to control behaviour. Distributing lockers of senior students throughout the school and tasking the seniors with mentoring reduced harassment of younger students. The physical environment was improved by cleaning up an abandoned courtyard, refurbishing the gym, displaying student art, posters on racial equality and rights of LGBT students. he Principal and vice-principals frequent the halls during times when students move about the school, greeting the students by name and showing interest in their activities. A breakfast program for hungry students was introduced and attention was paid to the social needs of students, for example, by adding more clubs for students.
We live in a time of social upheaval which has resulted in challenges for school administrators, staff, and students. Often we are told of schools beset by problems with drugs, violence, poor attendance, drop-outs, and low academic success. St. Jean de Brebeuf School is a remarkable story of how visionary policies, changes in disciplinary practices, training teachers in emotional intelligence and using alternative forms of managing behavior problems can transform a troubled school within the space of a few years. Perhaps the leadership of a school board and principal in uniting staff members around a core of spiritual values in the common purpose of educating and nurturing students accounts for much of the transformation. This factor may be an advantage for St. Jean de Brebeuf Secondary School or for the exemplary Islamic school in London’s Muslim Mosque; however, excellence is not the sole prerogative of a faith-based school. Perhaps you have a story to share about an inspiring change you have seen happen in a school where you live.
Pat McKeon, CSJ