TWO WRONGS DONT

MAKE A RIGHT:
Why Zero Tolerance is Not the Solution to Bullying
June 2012
2 TWO WRONGS DONT MAKE A RIGHT
Advancement Project ls a nexL generauon, mulu-raclal clvll rlghLs organlzauon. We Lackle lnequlLy wlLh
lnnovauve sLraLegles and sLrong communlLy alllances. WlLh a nauonal omce ln WashlngLon, uC and Lwo
omces ln Callfornla, we comblne law, communlcauons, pollcy and Lechnology Lo creaLe workable soluuons
and achleve sysLemlc change. We alm Lo lnsplre and sLrengLhen movemenLs LhaL expand opporLunlLy for all.
See www.advancemenLpro[ecL.org for more lnformauon.
1he A|||ance for Lducanona| Iusnce (ALI) ls a nauonal alllance of youLh organlzlng and lnLergenerauonal
groups worklng for educauonal [usuce. AL! alms Lo brlng grassrooLs groups LogeLher Lo brlng abouL changes
ln federal educauon pollcy, bulld a nauonal lnfrasLrucLure for Lhe educauon [usuce secLor, and bulld Lhe
capaclLy of our organlzauons and our youLh leaders Lo susLaln and grow Lhe progresslve movemenL over
Lhe long haul. AL!'s currenL campalgns focus on endlng Lhe school Lo prlson plpellne by lncreaslng fundlng
for communlLy and youLh led soluuons Lo lmprovlng school culLure, an end Lo school closlngs ln low lncome
communlues of color, and we are bulldlng a movemenL Lowards Lhe creauon of a nauonal SLudenL 8lll of
8lghLs. See www.alllanceforeducauonal[usuce.org for more lnformauon.
Gay-Stra|ght A|||ance Network (GSA Network) ls a nauonal youLh leadershlp organlzauon LhaL empowers
youLh acuvlsLs Lo ghL homophobla and Lransphobla ln schools by Lralnlng sLudenL leaders and supporung
sLudenL-led Cay-SLralghL Alllance clubs LhroughouL Lhe counLry. ln Callfornla alone, CSA neLwork has broughL
CSA clubs Lo 36 of publlc hlgh schools, lmpacung more Lhan 1.1 mllllon sLudenLs aL 880 schools. CSA
neLwork's youLh advocaLes have played a key role ln changlng laws and pollcles LhaL lmpacL youLh aL Lhe local
and sLaLe level. CSA neLwork operaLes Lhe nauonal Assoclauon of CSA neLworks, whlch unlLes 37 sLaLewlde
neLworks of CSA clubs LhroughouL Lhe counLry. CSA neLwork ls also Lhe founder of Lhe Make lL 8euer ro[ecL,
whlch alms Lo sLop bullylng and prevenL sulclde. See www.gsaneLwork.org for more lnformauon.
hoLos courLesy of CSA neLwork
TWO WRONGS DONT MAKE A RIGHT 1
What responsibility do policymakers have to respond to the bullying and harassment of students in school?
now con schoo/s beuer meet the needs of /esbion, qoy, bisexuo/, tronsqender, ond quesnoninq {L681) students?
How can we ensure that schools are safe spaces for all students?
lorLunaLely, followlng a long, lgnoble hlsLory of sysLemlc fallures Lo address Lhe bullylng and harassmenL of sLudenLs,
parucularly LC81C sLudenLs, Lhese quesuons are now belng consldered far more Lhan ever before. lL seems LhaL
many lawmakers have been sensluzed Lo Lhe harms caused by bullylng, harassmenL, and hosule school cllmaLes, and
have responded wlLh an unprecedenLed surge ln pollcy and leglslauve acuvlLy. Whlle Lhe need Lo address Lhls deeply
harmful school behavlor ls undoubLedly urgenL, Lhe unforLunaLe Lrend has been Lo respond Lo bullylng and harassmenL
by referrlng so-called bullles" Lo Lhe pollce or uslng oLher harsh, zero-Lolerance" dlsclpllnary measures LhaL exclude
sLudenLs from school.
INTRODUCTION
2 TWO WRONGS DONT MAKE A RIGHT
1hls pollcy Lrend ls remarkably slmllar Lo whaL happened as concerns over school safeLy escalaLed ln Lhe 1990s
and early 2000s, parucularly aer hlgh-prole school shooungs llke Lhe one aL Columblne Plgh School. 1he
response ln many schools LhroughouL Lhe counLry was Lo rely more heavlly on law enforcemenL agencles and
Lhe use of zero-Lolerance measures. As has been well-documenLed, Lhese pollcles and pracuces have falled Lo
produce safer or more eecuve schools,
1
buL have produced a varleLy of oLher harmful ouLcomes, lncludlng:
- unnecessary use of school-based arresLs and [uvenlle courL clLauons,
2
- Cveruse and mlsuse of ouL-of-school suspenslons, expulslons, and Lransfers Lo alLernauve dlsclpllnary
schools/programs,
3
- Lxcesslve use of meLal deLecLors, survelllance cameras, 1asers, and oLher aggresslve securlLy measures,
4

and
- Cverly-aggresslve school securlLy and law enforcemenL omclals.
3
1hls dangerous cockLall of pollcles and pracuces - oen called Lhe School-Lo-rlson lpellne" - has led Lo huge
numbers of sLudenLs belng pushed ouL" of school and crlmlnallzed across Lhe counLry. 1he eecLs have been so
devasLaung for Lhese sLudenLs, Lhelr famllles, and enure communlues LhaL numerous communlLy-led eorLs Lo
dlsmanLle Lhe lpellne and end Lhe overly-harsh dlsclpllne of sLudenLs have sprung up across Lhe counLry wlLhln
Lhe lasL several years.
6
neverLheless, Lhe same pollcles are now belng wldely used ln response Lo Lhe growlng nauonal concern over
bullylng. Whlle Lhere ls no quesuon LhaL sLudenL-on-sLudenL harassmenL LhaL goes unaddressed ls a grave LhreaL
Lo Lhe well-belng of many youLh, Lhe LhreaL posed Lo sLudenLs by Lhe over-rellance on pollce and zero-Lolerance
measures ls [usL as greaL. lndeed, Lhey share many of Lhe same ouLcomes. 8oLh produce severe psychologlcal,
emouonal, and academlc Lrauma ln Lhelr vlcums.
7
8oLh creaLe hosule, allenaung school envlronmenLs LhaL aecL
oLher sLudenLs and sLa allke. 8oLh have dramauc sysLemlc eecLs, lncludlng worsenlng academlc achlevemenL
and decreaslng graduauon raLes.
8
lndeed, Lhe oen-devasLaung lmpacL of bullylng ls sLrlklngly slmllar Lo Lhe
harm caused by Lhe mlsLreaLmenL, harassmenL, and even vlolence suered by sLudenLs as a resulL of Lhe many
excesslvely harsh school dlsclpllnary pollcles and pracuces currenLly ln use LhroughouL Lhe counLry.
1hus, whlle Lhe eorLs Lo punlsh bullylng harshly and even address lL crlmlnally are well-lnLenuoned, Lhey are
neverLheless mlsgulded (wlLh some llmlLed excepuons
9
) ln LhaL Lhey relnforce Lhe School-Lo-rlson lpellne
and Lhe excesslve lnvolvemenL of law enforcemenL ln Lhe llves of sLudenLs. 1he zero-Lolerance approach slmply
wlll noL solve Lhe grave problem of bullylng and harassmenL of sLudenLs, buL lL wlll cause subsLanual addluonal
harm, lncludlng for Lhe very sLudenLs lL ls lnLended Lo proLecL.
10
All young people, boLh LC81C and non-LC81C,
wlll suer lf we fall Lo see LhaL Lhe zero-Lolerance approach ls a form of bullylng, noL a soluuon Lo lL. All sLudenLs
should feel safe, supporLed, and proLecLed from vlolence, bullylng, and mlsLreaLmenL, wheLher lL ls from oLher
sLudenLs, Lhe adulLs charged wlLh educaung Lhem, or broader lnsuLuuonal forces.
INTRODUCTION
TWO WRONGS DONT MAKE A RIGHT 3
8ullylng ls aggresslve behavlor LhaL ls lnLenuonal, lnvolves an lmbalance ln power or sLrengLh, and ls Lyplcally
repeaLed over ume.
11
lL can Lake on many forms, such as hlmng and punchlng (physlcal bullylng), Leaslng and
name-calllng (verbal bullylng), lnumldauon uslng gesLures or soclal excluslon (nonverbal or emouonal bullylng),
and onllne harassmenL (cyber-bullylng).
12
SLudenLs face bullylng and harassmenL for a wlde varleLy of reasons,
lncludlng how Lhey look, how Lhey choose Lo dress and express Lhemselves, wheLher Lhey have a dlsablllLy, Lhelr
slze, Lhelr socloeconomlc sLaLus, Lhelr eLhnlc herlLage, Lhelr lmmlgrauon sLaLus, Lhelr sexual orlenLauon, Lhelr
gender ldenuLy or expresslon, Lhelr rellglous bellefs, and even Lhe acuvlues Lhey llke or Lhe Lype of muslc Lhey
llsLen Lo. 8ullylng aecLs sLudenLs of every race, eLhnlclLy, rellglon, sexual orlenLauon, gender, and class. ln facL,
researchers esumaLe LhaL ln Lhe unlLed SLaLes, nearly 30 of sLudenLs are elLher Lhe vlcums of bullylng, bully
oLhers, or boLh, wlLhln a glven year.
13
A ma[orlLy of sLudenLs say Lhey have experlenced some form of school
bullylng durlng Lhelr school years.
14
?eL LC81C sLudenLs are parucularly aecLed by Lhls behavlor. ln facL, over 8
ouL of 10 LC81C youLh reporL belng verbally harassed abouL Lhelr sexual orlenLauon aL school, and 6 ouL of 10
reporL feellng unsafe ln school.
13
BULLYING & THE SAFE SCHOOLS MOVEMENT
4 TWO WRONGS DONT MAKE A RIGHT
lor all sLudenLs, bullylng can lead Lo:
- Academ|c D|mcu|nes. 8ullylng dlsLracLs sLudenLs from Lhe mosL lmporLanL parL of Lhelr school
experlence - Lhelr educauon. SLudenLs who face bullylng and harassmenL are more llkely Lo see Lhelr
CAs and oLher lndlcaLors of academlc success drop.
16
- 1ruancy. lor vlcums of bullylng who are noL supporLed by Lhelr school, regularly sklpplng classes or
enure school days ouL of fear can become a survlval mechanlsm.
17
- Acnng Cut. lrusLraLed wlLh Lhe lack of supporL from peers and educaLors, sLudenLs who face harassmenL
and bullylng may acL ouL ln class or on school grounds.
18

- Se|f-Defense. SLudenLs who are bullled and do noL have access Lo supporuve servlces or safe
lnLervenuons oen nd LhaL ghung back ls Lhelr only opuon. vlcums of bullylng may Lurn Lo physlcally
defendlng Lhemselves agalnsL bullles, carrylng weapons, and oLher survlval Lacucs LhaL endanger Lhe
school communlLy.
19
As a resulL, all sLudenLs are aL greaLer rlsk of physlcal harm, whlle Lhe vlcums of
bullylng are more vulnerable Lo belng suspended, expelled, or even arresLed.
- sycho|og|ca| 1rauma and Menta| nea|th Consequences. SLudenLs who face bullylng and harassmenL are
aL greaLer rlsk of suerlng from depresslon, lonellness, anxleLy, low self-esLeem, and sulcldal LhoughLs.
20

- Dropp|ng Cut or 8e|ng ushed Cut of Schoo|. A safe and nurLurlng school cllmaLe ls vlLal Lo reLalnlng
sLudenLs ln schools. 8ullled sLudenLs who are deprlved of LhaL envlronmenL are aL hlgher rlsk of dropplng
ouL or, ln many cases, belng pushed ouL of school by unsupporuve sLudenLs and adulLs.
21
ln Lhe laLe 1980s, sLudenL groups known as Cay-SLralghL Alllance Clubs began Lo form ln response Lo Lhe
profoundly negauve lmpacL LhaL bullylng has on lndlvldual sLudenLs as well as overall school culLure. As Lhese
sLudenL groups prollferaLed ln hlgh schools across Lhe counLry ln Lhe mld- and laLe-1990s, Lhe Safe Schools
MovemenL emerged as a school-based organlzlng and advocacy eorL for LC81C sLudenL [usuce. Slnce LhaL
ume, youLh advocaLes and Lhelr allles have soughL Lo creaLe safe spaces for LC81C sLudenLs and secure greaLer
proLecuons for bullled and harassed sLudenLs, parucularly Lhrough Lhe lmplemenLauon of non-dlscrlmlnauon
and anu-harassmenL pollcles coverlng acLual or percelved sexual orlenLauon, gender ldenuLy, and gender
expresslon. As a resulL of Lhese lnsplrlng eorLs, oLher lnnovauve advocacy pro[ecLs such as Lhe lL CeLs 8euer"
22

and Make lL 8euer"
23
campalgns, and Lhe sharply lncreased publlc auenuon on bullylng nauonally, pollcymakers
have begun Laklng nouce, and Laklng acuon, ln far greaLer numbers.
lor example, Lhe Cbama admlnlsLrauon has hosLed Lwo nauonal conferences on bullylng and launched www.
sLopbullylng.gov.
24
1he u.S. ueparLmenL of Lducauon provlded guldance Lo school dlsLrlcLs remlndlng Lhem LhaL
fallure Lo eecuvely deal wlLh bullylng ln Lhelr schools could be consldered a vlolauon of clvll rlghLs law.
23

1here are also muluple pleces of leglslauon pendlng ln Congress,
26
and sLaLe lawmakers are addresslng Lhe
lssue wlLh unusual swlness. ln facL, 21 sLaLes passed new leglslauon or updaLed exlsung leglslauon Lo address
bullylng ln 2010 (compared Lo one ln Lhe year 2000).
27
23 sLaLes slgned anu-bullylng bllls lnLo law ln 2011, and an
addluonal four have already addressed Lhe lssue ln 2012.
28

BULLYING & THE SAFE SCHOOLS MOVEMENT
TWO WRONGS DONT MAKE A RIGHT 5
Powever, as wlll be dlscussed
below, whlle Lhe lnLenuons behlnd
all of Lhese lnluauves have been
admlrable, Lhe same cannoL
be sald for all of Lhelr conLenL.
lndeed, Lhe rapld response of many
pollcymakers has unforLunaLely
produced Loo many pollcy changes
LhaL fall Lo address Lhe deeper lssues
around bullylng and are llkely Lo
creaLe more problems Lhan Lhey
solve.
29
ZERO TOLERANCE & THE MOVEMENT TO
END THE SCHOOL-TO-PRISON PIPELINE
As an ouLgrowLh of Lhe War on urugs and oLher Lough-on-crlme" sLraLegles LhaL have produced an
exLraordlnary lncrease ln Lhe number of lncarceraLed Amerlcans over Lhe lasL 23 years,
30
Lhere has been a
dramauc shl ln school dlsclpllne pollcles and pracuces ln recenL years.
31
WlLhln many communlues, educaLors
have deemphaslzed Lradluonal school-based dlsclpllnary lnLervenuons whlle greaLly expandlng Lhelr use of zero-
Lolerance dlsclpllnary approaches LhaL exclude sLudenLs from Lhelr schools Lhrough ouL-of-school suspenslons,
expulslons, and referrals Lo alLernauve schools or programs.
32
AL Lhe same ume, many schools have become
over-rellanL on pollce and [uvenlle courLs Lo handle school dlsrupuons LhaL should be handled wlLhln school
semngs. And whlle Lhe orlglnal lnLenL of Lhese pollcles and pracuces was Lo address serlous LhreaLs Lo school
safeLy - such as Lhe rare sLudenL who carrles a dangerous weapon or sells drugs wlLhln a school - Lhe reallLy ls
LhaL Lhe vasL ma[orlLy of Lhese exLreme punlshmenLs are lmposed for behavlors LhaL do noL pose a serlous LhreaL
Lo school safeLy, such as classroom dlsrupuons, sklpplng school, mlnor ghLs, and dress code vlolauons.
noL only have Lhe consequences for sLudenL behavlor become more severe, Lhe aLmosphere wlLhln many
schools has been polsoned by Lhe overuse of Lhese geL-Lough" measures as well. MeLal deLecLors and
survelllance cameras have prollferaLed, whlle school pollce and securlLy forces regularly employ aggresslve
enforcemenL Lacucs on sLudenLs.
33
ln facL, Lhe lnumldauon, harassmenL, bruLallLy, and oLher mlsconducL of some
school pollce and securlLy omcers have Lurned many schools lnLo hosule envlronmenLs for Lhe sLudenLs Lhey are
supposed Lo be servlng.
34

1hese mlsgulded dlsclpllnary approaches have creaLed a School-Lo-rlson lpellne, endangerlng educauonal
opporLunlues and maklng dropouL and lncarcerauon far more llkely for mllllons of chlldren and youLh across
Number of States Passing Bullying Laws:
2000 Compared with 2011-2012 (as of 6/1/12)
Sources: U.S. Department of Education; Advancement Project
0
5
10
15
20
25
30
2000 2011-2012
1
27
6 TWO WRONGS DONT MAKE A RIGHT
Lhe counLry. SLudenLs as young as ve-years-old, of all races, eLhnlclues, and socloeconomlc sLaLuses have been
LhrusL lnLo Lhe lpellne by dlsclpllnary meLhods LhaL prlorluze senseless and un[usL consequences, sLudenL
excluslon, and [usuce-sysLem lnLervenuon over sLudenLs' rlghL Lo an educauon. neverLheless, lL conunues Lo fall
hardesL on sLudenLs of color, sLudenLs wlLh dlsablllues, and LC81C youLh.
33

1he eecLs of Lhese overly-aggresslve pollcles and pracuces are remarkably slmllar Lo Lhe eecLs of sLudenL-on-
sLudenL bullylng, lncludlng:
- Academ|c D|mcu|nes. SLudenLs who are noL ln class are, of course, noL dolng much learnlng. 1hus,
sLudenLs sub[ecLed Lo harsh dlsclpllnary measures LhaL exclude Lhem from school Lend Lo fall behlnd
academlcally.
36
- 1ruancy. SLudenLs who face harsh dlsclpllne oen feel allenaLed from Lhelr schools, resulung ln more
absenLeelsm.
37

- Acnng Cut. SLudenLs punlshed by zero-Lolerance measures oen fall behlnd Lhelr peers due Lo losL
learnlng ume. As a resulL, Lhey oen become frusLraLed or embarrassed LhaL Lhey are noL aL Lhelr peers'
level, and proceed Lo dlsrupL class.
38
- Se|f-Defense. SLudenLs who feel oppressed by Loxlc school cllmaLes oen respond wlLh verbal ouLbursLs,
deance of auLhorlLy, vlolence, or slmply sklpplng school.
39
1hese defense mechanlsms are also
frequenLly punlshed wlLh addluonal zero-Lolerance measures, creaung a desLrucuve downward splral.
- sycho|og|ca| 1rauma and Menta| nea|th Consequences. 1he almosL prlson-llke condluons endured
by many sLudenLs can have deep psychologlcal eecLs.
40
Addluonally, un[usL dlsclpllnary consequences
are frequenLly Lraumauzlng for young people, leadlng Lo publlc humlllauon, dlmlnlshed self-worLh,
and dlsLrusL of school omclals.
41
1hey also oen Lrlgger a cycle of dlsengagemenL from schools, where
sLudenLs become less Lrusung and more resenuul of Lhelr Leachers, loslng Lhe connecLedness" LhaL ls
such a crlucal componenL of academlc success.
42
As youLh become more allenaLed, Lhey also become
more llkely Lo engage ln rlsky behavlors, vlolence, and alcohol and subsLance abuse.
43
- Dropp|ng Cut or 8e|ng ushed Cut of Schoo|. Zero-Lolerance dlsclpllne sends a clear message Lo
sLudenLs LhaL Lhey are noL valued, unforLunaLely, LhaL message has gouen Lhrough Lo far Loo many
sLudenLs who have been pushed ouL of school by unnecessarlly severe dlsclpllnary measures.
44
1o make mauers worse, Lhe zero-Lolerance approach has falled Lo even achleve lLs sLaLed purpose: Lo make
schools safer and more eecuve.
43
lnsLead, zero-Lolerance pracuces have harmed school lmprovemenL eorLs
whlle also wasung valuable resources.
46

1he School-Lo-rlson lpellne has wreaked havoc ln communlues across Lhe counLry, leadlng Lo a groundswell
of grassrooLs advocacy Lo lmplemenL school dlsclpllnary pracuces LhaL are proven Lo promoLe academlc success,
lmprove school safeLy, and save Laxpayer resources. ln response Lo Lhe chorus of volces calllng for change, many
school dlsLrlcLs and sLaLe leglslaLures have begun Lo Lake acuon Lo address sLudenL pushouL and unhealLhy
ZERO-TOLERANCE & THE MOVEMENT TO END THE SCHOOL-TO-PRISON PIPELINE
TWO WRONGS DONT MAKE A RIGHT 7
learnlng envlronmenLs.
47
AL Lhe federal level, Lhe ueparLmenLs of Lducauon and !usuce have embarked on a
[olnL Supporuve School ulsclpllne lnluauve,
48
and Congress has begun Lo devoLe more auenuon Lo dlsclpllnary
concerns.
49

1hls recenL acuvlLy does provlde hope LhaL pollcymakers wlll begln Lreaung educauon as a rlghL for all young
people, noL as a prlvllege LhaL can be easlly Laken away by zero-Lolerance measures. 8uL ln Lhe meanume, Lhese
lneecuve and counLer-producuve dlsclpllnary measures conunue pumng counLless sLudenLs on a paLh Lo
lncarcerauon.
MOVEMENTS IN CONFLICT?
1he movemenLs Lo address bullylng and Lhe School-Lo-rlson lpellne have much ln common: boLh are lnLended
Lo address severe harms Lo youLh LhaL Loo oen go unnouced, boLh seek Lo lessen Lhe allenauon and pushouL of
sLudenLs, boLh alm Lo creaLe healLhler schools and communlues, and boLh are belng led by aecLed youLh and
parenLs. 1hese Lwo grassrooLs movemenLs are dolng vlLally lmporLanL work Lo ensure LhaL Lhe healLh, well-belng,
and educauonal opporLunlues of all young people are proLecLed. neverLheless, Lhese well-lnLenuoned eorLs
have lnadverLenLly come lnLo conlcL, especlally wlLhln Lhe lasL Lwo years.
Cne of Lhe causes of Lhe School-Lo-rlson lpellne ls LhaL, wlLhln many schools, Lhe denluon and undersLandlng
of dlsclpllne has changed. 8efore Lhe exploslon ln zero-Lolerance approaches (and sull Loday ln Lhe schools
LhaL dld noL adopL Lhe geL-Lough phllosophy), dlsclpllne was vlewed as parL of Lhe role of educaLors ln Leachlng
behavlor, and Lhere were dozens of prevenuve sLraLegles and lnLervenuons used Lo asslsL sLudenLs ln Lhelr
learnlng. lnLervenuons LhaL excluded sLudenLs from school for days, weeks, or monLhs aL a ume were far more
rare, and pollce lnLervenuon was vlrLually unheard of (as lL sull ls, aL some schools).
?eL over Lhe lasL several years-and due ln slgnlcanL parL Lo Lhe easy pollucal appeal of harsh dlsclpllnary
approaches
30
-Lhe Lechnlques deslgned Lo Leach beuer or more approprlaLe behavlor, and address Lhe rooL
causes of dlsclpllnary lssues, have become far less common. 1here has been a severe narrowlng ln pollcymakers'
undersLandlng of Lhe approaches avallable Lo address dlsclpllnary mauers. 1hus, when pollcymakers are asked,
or requlred, Lo address concerns over bullylng, Lhere has been a Lendency Lo place far Loo much emphasls on
Lhe same sLraLegles LhaL have creaLed Lhe School-Lo-rlson lpellne: ouL-of-school suspenslons, expulslons,
referrals Lo alLernauve dlsclpllnary schools/programs, and even golng so far as Lo arresL and prosecuLe sLudenLs
for behavlor LhaL would besL be addressed wlLhln schools. As a resulL, wlLhln Lhls urry of pollcymaklng over Lhe
lasL Lwo years, many eorLs Lo address bullylng have colllded wlLh eorLs Lo reform unnecessarlly harsh school
dlsclpllne.
lndeed, Lhere has been a sLrlklng Lrend Loward Lhe use of harsh punlshmenLs Lo address bullylng and harassmenL.
lor example:
- Accordlng Lo Lhe u.S. ueparLmenL of Lducauon, of Lhe 42 sLaLes wlLh bullylng laws LhaL address Lhe
consequences of bullylng, 37 of Lhem (24 sLaLes) rely solely on punluve measures.
31
8 TWO WRONGS DONT MAKE A RIGHT
- 1he oLher 18 sLaLes
lnclude more references
Lo supporuve or remedlal
lnLervenuons, buL Lhere
ls neverLheless a Lrend
Loward Lhe lncluslon of new
punlshmenLs for bullylng ln
Lhese sLaLes.
32

- Cf Lhe 40 sLaLes LhaL provlde
Lhelr school dlsLrlcLs wlLh
model bullylng pollcles and
guldance LhaL address Lhe
consequences of bullylng,
16 of Lhem refer only Lo
punluve measures.
33
- Cnce agaln, many of Lhe
pollcles from Lhe oLher 24
sLaLes rely excesslvely on harsh dlsclpllnary consequences.
34
- ln a sLudy of school dlsLrlcL pollcles by Lhe u.S. ueparLmenL of Lducauon, 30 of Lhe sample sLudled
relled excluslvely on punluve measures Lo address bullylng.
33
Many of Lhe anu-bullylng pollcles, parucularly Lhose passed ln Lhe lasL Lwo years, rely on or mlrror Lhe harshesL
school dlsclpllne pollcles enacLed posL-Columblne (whlch Lhemselves mlrrored some of Lhe harshesL crlmlnal
[usuce pollcles lmplemenLed ln Lhe 1980s and 1990s).
36
8uL perhaps Lhe mosL sLrlklng Lrend ln Lhese new laws
and pollcles ls Lhe expanded role for law enforcemenL ln addresslng sLudenL behavlor.
37
Whlle hlsLorlcally Lhls
responslblllLy fell almosL excluslvely Lo schools, Lhere ls now a sLrong Lendency Loward Lreaung bullylng as
crlmlnal conducL LhaL should be handled Lhrough Lhe crlmlnal [usuce sysLem.
38
lor example:
- lleen sLaLes have passed bullylng laws LhaL lnclude procedures for lmposlng crlmlnal sancuons for
bullylng behavlor.
39
- Cver one-half of Lhe dlsLrlcLs sLudled by Lhe u.S. ueparLmenL of Lducauon ouLllne procedures for
reporung bullylng oenses Lo law enforcemenL.
60
- ln many places, law enforcemenL has become Lhe rsL resource Lo Lurn Lo ln even Lhe mosL mlnor
lncldenL of bullylng. lor example, numerous sLaLes have passed laws requlrlng LhaL bullylng behavlors be
reporLed Lo law enforcemenL.
61
ln new !ersey, sLudenLs are encouraged Lo reporL Lhelr classmaLes Lo a
Crlme SLoppers hoLllne for alleged bullylng.
62
- LlghL sLaLes have creaLed new crlmes, or modled exlsung ones, Lo lnclude bullylng behavlors.
63
lor
example, ldaho has creaLed Lhe crlme of harassmenL, lnumldauon, or bullylng" agalnsL sLudenLs.
64
MOVEMENTS IN CONFLICT?
Analysis of State Laws that Address
the Consequences of Bullying (as of 4/30/11)
Source: U.S. Department of Education
Laws that Rely
Solely on
Punitive
Consequences
Laws that Rely
on Punitive
Consequences
& Supportive/
Remedial
Interventions
43%
57%
TWO WRONGS DONT MAKE A RIGHT 9
1he Lrend ls clear: sLaLes and dlsLrlcLs are becomlng [usL as rellanL on overly-harsh responses for bullylng and
harassmenL as Lhey are for oLher sLudenL dlsclpllnary mauers. As a resulL, much of Lhe progress reallzed by Lhe
School-Lo-rlson lpellne movemenL ln ellmlnaung Lhe over-rellance on Lhese lneecuve and counLer-producuve
pracuces ls elLher belng [eopardlzed or acuvely eroded.
nAkSn kLSCNSLS 1C 8ULLING & 1nL LkANSICN
CI 1nL SCnCCL-1C-kISCN ILLINL
1hls emphasls on ouL-of-school suspenslons, expulslons, alLernauve placemenLs, and Lhe crlmlnallzauon of youLh
Lo address bullylng ls profoundly mlsgulded. !usL as Lhe zero-Lolerance phllosophy has falled Lo make schools
safer and more eecuve, so Loo wlll lL fall Lo adequaLely address bullylng because lL:
- Sub[ecLs huge numbers of youLh Lo very severe punlshmenLs,
- uoes noL address Lhe rooL causes of bullylng and sLop Lhe bullylng cycle by Leachlng approprlaLe
behavlor,
- CasLs such a wlde behavloral neL LhaL lL ends up harmlng Lhose sLudenLs lL ls supposed Lo proLecL, and
- ConLrlbuLes Lo Lhe deLerlorauon of learnlng envlronmenLs and Lhe allenauon of sLudenLs.
noL only were Lhe penalues for bullylng lncreased ln many of Lhese recenLly-enacLed laws and pollcles, Lhe
denluon of bullylng was also subsLanually broadened.
63
8ecause daLa shows LhaL mosL youLh experlence
bullylng dlrecLly - meanlng a subsLanual number of youLh are commlmng acLs dened as bullylng"
66
- a masslve
number of chlldren and youLh are aL greaLer rlsk of enLerlng Lhe School-Lo-rlson lpellne as a resulL of Lhls
pollcymaklng Lrend. Whlle Lhe acuons of some young people may necesslLaLe Lemporary removal from school
or an alLernauve placemenL, mosL wlll noL. 1hus, [usL as zero-Lolerance for oLher dlsclpllnary mauers has led
Lo severe punlshmenLs for vasL amounLs of developmenLally normal behavlor, so Loo can we expecL Lhese new
bullylng laws and pollcles Lo caLch far Loo many sLudenLs ln Lhelr neL.
Addluonally, Lhere ls no reason Lo expecL LhaL Lhls harsh approach wlll achleve lLs deslred ouLcomes. Zero-
Lolerance measures are a mere sLopgap LhaL falls Lo Leach Lhe oendlng sLudenLs why Lhelr behavlor ls
lnapproprlaLe or harmful and how Lhey can lmprove lL. So-called bullles" are, of course, youLh Lhemselves, and
are Lhus sLruggllng wlLh Lhelr own lnsecurlues - abouL Lhelr lnLelllgence, soclal skllls, physlcal auracuveness,
auracuon Lo oLhers, gender expresslon, eLc. - and are oen [usL learnlng Lo undersLand Lhemselves and Lhe
world around Lhem. 1hey are Lhemselves frequenLly vlcums of messages of lnLolerance, hosullLy, and haLe aL
home, aL school, and from Lhe medla.
8ullylng lnLervenuons LhaL rely on excluslon or [usuce-sysLem lnLervenuon mlss crlucal opporLunlues Lo respond
Lo Lhese acuLe needs, break down Lhese harmful behavloral pauerns, and help Leach mlsgulded youLh Lhe
soclal and emouonal skllls Lhey wlll need Lo sLop bullylng and ulumaLely grow up Lo be healLhy, maLure, and
responslble adulLs. Zero-Lolerance responses also squander Lhe opporLunlLy Lo creaLe healLhler, more lncluslve,
10 TWO WRONGS DONT MAKE A RIGHT
and more producuve learnlng envlronmenLs. lnsLead, [usL as wlLh oLher sLudenL dlsclpllnary mauers, harsh
responses Lo bullylng usually only make mauers worse, and creaLe new problems, by pumng Lhe bully" on a
fasL Lrack Loward dropplng ouL and wlndlng up ln [all.
lndeed, zero-Lolerance responses can acLually have Lhe unlnLended eecLs of sLrengLhenlng a bully's resolve and
furLher vlcumlzlng Lhe reclplenL of hls or her aggresslon. And where harsh responses are Lhe norm, or even a
regular pracuce, Lhere can be a chllllng eecL" on Leachers and oLher adulLs even reporung bullylng because of
Lhe fear LhaL Lhe consequences wlll be more severe Lhan ls approprlaLe.
Addluonally, harsh responses Lo bullylng can acLually wlnd up harmlng Lhe very sLudenLs Lhey are lnLended Lo
proLecL. lor example, by relnforclng Lhe zero-Lolerance approach and expandlng Lhe denluon of bullylng,"
Lhese new laws and pollcles puL vlcums of bullylng, and parucularly LC81C youLh, aL helghLened rlsk. ln facL, Lhe
self-preservauon Lechnlques used by many LC81C youLh ln response Lo harassmenL have led Lhem Lo become
vlcums of Lhls zero-Lolerance approach.
67
lndeed, many sLudenLs ldenued as bullles" have prevlously been Lhe
vlcums of bullylng, and vlce versa.
68
Moreover, Lhe use of harsh dlsclpllnary acuons Lyplcally leads Lo lncreased
reporung, whlch has lnadverLenLly ouLed" many LC81C youLh Lo Lhelr parenLs or peers, and can be boLh
Lraumauc and dangerous for Lhese young people.
69

AnoLher ma[or aw ln Lhe use of harsh dlsclpllnary responses for bullylng ls LhaL Lhls approach ls based on Lhe
premlse LhaL bullles" are bad apples" LhaL need Lo be removed ln order for schools Lo be safe. Powever, as Lhe
School-Lo-rlson lpellne movemenL has LaughL us, Lhe geL-Lough approach Lo weedlng ouL sLudenLs percelved
as dangerous or dlsrupuve - Lhe so-called bad klds" - ls acLually deeply harmful Lo everyone ln a school. When
anu-bullylng eorLs lead Lo zero Lolerance and pollce lnvolvemenL ln schools, Lhey only add Lo Lhe oppresslon
and allenauon LhaL sLudenLs wlLhln Lhose schools experlence. 1haL, ln Lurn, wlll only lead Lo more hosule,
and less healLhy, school envlronmenLs ln whlch Lhe relauonshlps beLween sLudenLs and adulLs are worsened,
sLudenLs dread even golng Lo school, and Lhe very behavlors we hope Lo avold - vlolence, dlsrupuons,
harassmenL, bullylng - are more llkely Lo occur. ln oLher words, Lhe use of zero-Lolerance measures Lo address
bullylng merely relnforces and perpeLuaLes a downward splral of excesslve punlshmenLs, adulL-youLh conlcL,
and deLerlorauon of school cllmaLes. 1hus, unless pollcymakers are mlndful of Lhe sysLemlc eecLs of Lhelr
bullylng lnLervenuons, Lhey wlll creaLe school envlronmenLs LhaL are less lncluslve, less nurLurlng and, ulumaLely,
less safe.
ln shorL, whlle Lhls push Lo geL Lough" on bullles was lnLended Lo proLecL vlcums, and especlally LC81C youLh,
lL wlll lnsLead have Lhe opposlLe eecL, and needlessly harm counLless young people, sendlng boLh LC81C and
non-LC81C youLh lnLo Lhe School-Lo-rlson lpellne.
nAkSn kLSCNSLS 1C 8ULLING & 1nL LkANSICN CI 1nL SCnCCL-1C-kISCN ILLINL
TWO WRONGS DONT MAKE A RIGHT 11
1he crlucal declency ln Lhe zero-Lolerance approach Lo addresslng bullylng ls LhaL lL falls Lo recognlze LhaL Lhe
concern over bullylng ls, aL lLs core, Lhe same concern LhaL exlsLs abouL harsh school dlsclpllne-namely, Lhe
wldespread sysLemlc fallures Lo address Lhe hosule and allenaung learnlng envlronmenLs LhaL puL all young
people aL rlsk. ln far Loo many places, lL has been, and conunues Lo be, accepLable Lo LreaL young people as lf
Lhey were dlsposable, elLher Lhrough sysLemlc lnacuon around bullylng or by uslng zero Lolerance Lo push Lhem
ouL of school or crlmlnallze Lhem. 1hus, lnsLead of zero Lolerance belng a soluuon Lo bullylng, Lhey are lnsLead
boLh sympLoms of Lhe same problem.
Whlle Lhere ls no quesuon LhaL we musL address Lhe bullylng and harassmenL of sLudenLs, we musL reslsL Lhe
urge Lo rely on excluslonary or crlmlnal consequences unless Lhey are absoluLely necessary. 8esorung Lo Lhese
measures wlll almosL always be lnadequaLe and counLer-producuve, and slmply wlll noL creaLe Lhe safe schools
we all wanL. lf we sLay on Lhls paLh, we wlll only relnforce or expand Lhe hosule school envlronmenLs LhaL have
been creaLed and relnforced ln Lhe mlsgulded pursulL of school safeLy.
CREATING SAFE, HEALTHY SCHOOLS
FOR ALL YOUTH
12 TWO WRONGS DONT MAKE A RIGHT
We musL also recognlze LhaL Lo creaLe Lruly safe and healLhy schools for youLh, Lhe need Lo address lnsuLuuonal
pollcles and adulL-on-sLudenL behavlor ls [usL as urgenL as Lhe need Lo address sLudenL-on-sLudenL behavlor. ln
oLher words, we musL focus on creaung sysLemlc soluuons Lo Lhe lssues LhaL conunue Lo [eopardlze Lhe healLh
and educauon of so many youLh, and we musL fully lnLegraLe our eorLs Lo address bullylng and harassmenL wlLh
Lhe ellmlnauon of Lhe School-Lo-rlson lpellne.
We musL recognlze LhaL all young people have a rlghL Lo an educauon, and need ample opporLunlues Lo grow
and learn from Lhelr mlsLakes. lnsLead of schools LhaL are Loo qulck Lo push ouL and crlmlnallze chlldren and
youLh, we musL lnsLead creaLe schools LhaL are more nurLurlng, supporuve, and lncluslve, and ln whlch any
sLudenL-on-sLudenL mlsconducL ls addressed producuvely and ln developmenLally-approprlaLe ways. 1hese are
Lhe schools LhaL every sLudenL deserves, every parenL hopes for, and every educaLor wanLs Lo work ln. And Lhey
are wlLhln our reach.
WhaL follows are recommendauons for acuon aL Lhe federal, sLaLe, and local levels Lo promoLe Lhe creauon of
safe and healLhy schools where bullylng ls dealL wlLh comprehenslvely and approprlaLely and Lhe School-Lo-
rlson lpellne ls ellmlnaLed.
U.S. DLAk1MLN1 CI LDUCA1ICN
1 lssue pollcy guldance and model pollcles ln whlch lL ls made clear Lo school dlsLrlcLs LhaL: (a) bullylng
lnLervenuons LhaL exclude oendlng sLudenLs from school are only approprlaLe ln severe cases, or when
all oLher alLernauves have been exhausLed, and (b) Lhe use of arresLs and referrals Lo Lhe [uvenlle [usuce
sysLem are only approprlaLe for bullylng oenses where Lhere has been a weapon or serlous ln[ury
lnvolved.
2 Modlfy crlLerla on exlsung granL programs Lo provlde addluonal resources Lo sLaLes and dlsLrlcLs worklng
Lo creaLe safe and healLhy schools by: (a) addresslng Lhe overuse of excluslonary dlsclpllne and [usuce-
sysLem lnLervenuon, raclal dlsparlues wlLhln school dlsclpllne, and bullylng Lhrough comprehenslve
lnluauves, and (b) ensure LhaL no deparLmenLal granL program or lnluauve ls worklng aL cross-purposes
wlLh Lhese eorLs.
3 lnclude sexual orlenLauon and gender ldenuLy among Lhe caLegorles by whlch school dlsclpllne daLa
collecLed by Lhe ueparLmenL ls dlsaggregaLed.
CREATING SAFE, HEALTHY SCHOOLS FOR ALL YOUTH
RECOMMENDATIONS
TWO WRONGS DONT MAKE A RIGHT 13
U.S. DLAk1MLN1 CI IUS1ICL
1 lssue pollcy guldance and model pollcles Lo law enforcemenL agencles LhaL work wlLh school sysLems,
maklng lL clear LhaL whlle Lhey may have a role ln ldenufylng, lnvesugaung, and respondlng Lo severe
lncldenLs of bullylng, Lhe use of arresLs and referrals Lo Lhe [uvenlle [usuce sysLem are only approprlaLe
where Lhere has been a weapon or serlous ln[ury lnvolved.
2 Modlfy crlLerla on exlsung granL programs Lo provlde addluonal resources Lo [uvenlle courLs and law
enforcemenL agencles worklng collaborauvely wlLh school sysLems Lo: (a) address Lhe overuse of
[usuce-sysLem lnLervenuon, raclal dlsparlues wlLhln school-based arresLs and [uvenlle courL referrals,
and bullylng Lhrough comprehenslve lnluauves, and (b) ensure LhaL no deparLmenLal granL program or
lnluauve ls worklng aL cross-purposes wlLh Lhese eorLs.
CCNGkLSS
1 ass Lhe SLudenL non-ulscrlmlnauon AcL, whlch would change federal law Lo prohlblL dlscrlmlnauon
agalnsL any publlc school sLudenL on Lhe basls of acLual or percelved sexual orlenLauon or gender
ldenuLy,
70
and Lhe Safe Schools lmprovemenL AcL, whlch wlll lmprove bullylng prevenuon and
lnLervenuon eorLs aL Lhe school and dlsLrlcL level.
71
2 rovlde granLs Lo sLaLes for LargeLed lnvesLmenLs ln dlsLrlcLs and schools for Lhe creauon of healLhler and
more supporuve learnlng envlronmenLs Lhrough: Lhe lmplemenLauon of alLernauves Lo harsh dlsclpllne
and [usuce-sysLem lnLervenuon, such as resLorauve [usuce, Lralnlng and professlonal developmenL
for Leachers, admlnlsLraLors, supporL sLa, and pollce and securlLy omcers, hlrlng addluonal guldance
counselors, school psychologlsLs, school soclal workers, and school nurses, faclllLaung reenLry and re-
enrollmenL of sLudenLs reLurnlng from expulslon and [usuce-sysLem placemenLs, addresslng dlsparlues
aecung sLudenLs of color, LC81C sLudenLs, and sLudenLs wlLh dlsablllues ln Lhe use of excluslonary
dlsclpllne and [usuce-sysLem lnLervenuon, and comprehenslve bullylng prevenuon and lnLervenuon
programs, lncludlng LC81C-lncluslve currlcula. See Lhe nauonal Campalgn for CuallLy Lducauon's ?ouLh
SuCCLSS AcL"
72
for more lnformauon.
3 CreaLe a dlscreuonary granL program Lo fund Lhe creauon of local or reglonal counclls comprlsed of
parenLs, sLudenLs, and represenLauves from school sysLems, law enforcemenL agencles, [uvenlle courLs,
soclal servlces agencles, and non-proL communlLy organlzauons LhaL would be charged wlLh developlng
and lmplemenung comprehenslve sLraLegles Lo dlsmanLle Lhe School-Lo-rlson lpellne and lmprove
graduauon raLes ln Lhelr communlLy. Addluonally, Lhe counclls should be charged wlLh examlnlng
wheLher a reallocauon of publlc resources across agencles would beuer maxlmlze sLudenLs' educauonal
opporLunlues, creaLe healLhler and more producuve school cllmaLes, and reduce Lhe crlmlnallzauon of
youLh. See Lhe ?ouLh SuCCLSS AcL
73
for more lnformauon.
14 TWO WRONGS DONT MAKE A RIGHT
S1A1L LLGISLA1UkLS
1 ass comprehenslve leglslauon LhaL: (a) focuses on eecuvely respondlng Lo lncldenLs of bullylng
by addresslng school cllmaLe and uslng age-approprlaLe responses and lnLervenuons LhaL provlde
educauon, supporL, and remedlauon, raLher Lhan relylng on excluslonary measures and referrals Lo law
enforcemenL, (b) prohlblLs dlscrlmlnauon agalnsL any publlc school sLudenL on Lhe basls of acLual or
percelved sexual orlenLauon, gender ldenuLy, or gender expresslon, (c) llmlLs Lhe use of ouL-of-school
suspenslons lasung longer Lhan ve days, expulslons, dlsclpllnary referrals Lo alLernauve schools/
programs, arresLs, and referrals Lo Lhe [usuce sysLem Lo conducL LhaL poses a serlous, ongolng LhreaL
Lo school safeLy, (d) prohlblLs Lhe excluslon of sLudenLs from school for more Lhan ve days ln a glven
school year absenL a slgnlcanL showlng of necesslLy made aL a formal hearlng governed by sLrong due
process proLecuons for sLudenLs and parenLs/guardlans, (e) requlres dlsLrlcLs Lo develop and lmplemenL
a plan Lo address dlsparlues aecung sLudenLs of color, LC81C sLudenLs, and sLudenLs wlLh dlsablllues ln
Lhe use of excluslonary dlsclpllne and [usuce-sysLem lnLervenuon, (f) creaLes a publlc reporung sysLem
on Lhe lssuance of ouL-of-school suspenslons, expulslons, dlsclpllnary referrals Lo alLernauve schools/
programs, arresLs, and referrals Lo Lhe [usuce sysLem, dlsaggregaLed by oense, race/eLhnlclLy, gender,
sexual orlenLauon, age, grade, school, dlsablllLy, and dlsposluon, (g) creaLes school-admlnlsLered, sLaLe-
funded surveys Lo gauge school cllmaLe for all sLudenLs, lncludlng LC81C youLh,
74
and (h) creaLes an
accounLablllLy sLrucLure under whlch vlolauons of Lhe above can resulL ln remedlal acuon, lncludlng
helghLened monlLorlng, Lechnlcal asslsLance, and nanclal penalues.
2 CreaLe sLaLe-level equlvalenLs Lo #2 and #3 ln Lhe recommendauons for Congress above.
SCnCCLS AND SCnCCL DIS1kIC1S
1 Convene a worklng group of sLakeholders wlLhln Lhe communlLy - lncludlng parenLs, sLudenLs, Leachers,
prlnclpals, and oLher communlLy members - Lo develop and lmplemenL pollcles and pracuces LhaL:
a Address bullylng by: (l) requlrlng LhaL educaLors eecuvely lnLervene Lo prevenL bullylng,
(ll) requlrlng reporung of bullylng Lo approprlaLe school omclals and a prompL, Lhorough
lnvesugauon, (lll) emphaslzlng age-approprlaLe responses and lnLervenuons LhaL focus on
educauon, supporL, and remedlauon raLher Lhan on excluslonary measures and referral Lo law
enforcemenL, and (lv) requlrlng professlonal developmenL around bullylng for all sLa members.
b CreaLe safe spaces for LC81C youLh by: (l) esLabllshlng and publlclzlng an anu-harassmenL pollcy
LhaL speclcally lncludes acLual or percelved sexual orlenLauon, gender ldenuLy, and gender
expresslon, (ll) Lralnlng sLa Lo lnLervene when Lhey hear slurs or negauve commenLs based
on sexual orlenLauon or gender non-conformlLy, (lll) supporung Lhe esLabllshmenL of Cay-
SLralghL Alllances or slmllar clubs, (lv) ensurlng LhaL sLudenLs know where Lo go for lnformauon
and supporL relaLed Lo sexual orlenLauon, gender ldenuLy, and gender expresslon, and (v)
lmplemenung currlculum LhaL lncludes LC81 people and lnformauon abouL sexual orlenLauon
and gender ldenuLy.
73
RECOMMENDATIONS
TWO WRONGS DONT MAKE A RIGHT 15
c Address Lhe overuse of zero-Lolerance measures by: (l) llmlung Lhe use of expulslons, dlsclpllnary
Lransfers Lo alLernauve schools/programs, referrals Lo law enforcemenL, and school-based arresLs Lo
conducL LhaL poses a serlous, ongolng LhreaL Lo Lhe safeLy of sLudenLs and sLa, (ll) llmlung Lhe use of
ouL-of-school suspenslons Lo serlous mlsconducL or when oLher lnLervenuons have been unsuccessful ln
addresslng repeaLed low-level mlsconducL, (lll) prohlblung Lhe excluslon of sLudenLs from school for more
Lhan ve days ln a glven school year absenL a slgnlcanL showlng of necesslLy made aL a formal hearlng
governed by sLrong due process proLecuons for sLudenLs and parenLs/guardlans, (lv) encouraglng Lhe
use of alLernauves Lo excluslonary pracuces and referrals Lo law enforcemenL, (v) Largeung dlsparlues
aecung sLudenLs of color, LC81C sLudenLs, and sLudenLs wlLh dlsablllues ln school dlsclpllne, and
(vl) sLrengLhenlng Lhe proLecuon of parenLs'/guardlans' and sLudenLs' due process rlghLs durlng all
dlsclpllnary proceedlngs and placemenLs.
2 8eallocaLe fundlng dedlcaLed Lo school pollce, securlLy omcers, meLal deLecLors, and survelllance cameras Loward
more guldance counselors, soclal workers, psychologlsLs, and nurses who are avallable Lo address sLudenLs'
academlc, behavloral, and menLal healLh lssues.
3 lmplemenL alLernauve pracuces, such as resLorauve [usuce and soclal emouonal learnlng, ln all schools.
4 lmplemenL a dlsLrlcL-wlde Lralnlng program for all school admlnlsLraLors, Leachers, pollce and securlLy omcers,
school sLa, and expulslon hearlng omcers on: Lhe menLal healLh challenges, sLralns, and duress endured by
sLudenLs of color, LC81C, low-lncome youLh, and all oLher sLudenLs who face bullylng and harassmenL, Lhe
adverse consequences of excluslon from school, eecuve classroom managemenL Lechnlques, adolescenL
developmenL and relauonshlp-bulldlng, conlcL resoluuon, resLorauve [usuce, and oLher dlsclpllnary alLernauves,
and sLudenL engagemenL Lhrough challenglng and culLurally relevanL currlcula. Addluonally, all sLudenLs should
have access Lo non-blased menLal healLh servlces, have Lhelr rlghL Lo prlvacy respecLed, and noL have Lhelr
parenLs noued for lssues relaLed Lo sLudenLs' sexual orlenLauon and gender ldenuLy.
5 lmplemenL an accounLablllLy sLrucLure under whlch school omclals are held responslble for: (a) reduclng Lhe use
of ouL-of-school suspenslons, expulslons, dlsclpllnary Lransfers Lo alLernauve schools/programs, referrals Lo law
enforcemenL, and school-based arresLs, (b) addresslng dlsparlues aecung sLudenLs of color, LC81C sLudenLs,
and sLudenLs wlLh dlsablllues ln school dlsclpllne measures.
6 Clarlfy Lhe roles and responslblllues of law enforcemenL ln school Lhrough a memorandum of undersLandlng LhaL
llmlLs school-based arresLs and [usuce-sysLem referrals Lo conducL LhaL poses a serlous, ongolng LhreaL Lo Lhe
safeLy of sLudenLs or sLa.
7 CreaLe a publlc reporung sysLem for school dlsclpllne daLa, lncludlng referrals Lo law enforcemenL and school-
based arresLs, dlsaggregaLed by oense, age, gender, sexual orlenLauon, grade, race/eLhnlclLy, dlsablllLy, school,
Leacher/school sLa, and dlsposluon. uaLa should also be used wlLhln Lhe dlsLrlcL Lo Lrack program success,
ldenufy areas of lmprovemenL, and develop alLernauve programs Lallored Lo Lhe dlsclpllnary lssues LhaL exlsL.
16 TWO WRONGS DONT MAKE A RIGHT
1
E.g., Amerlcan sychologlcal Assoclauon, Are
2eto 1oletooce lollcles [ecuve lo 5cbools? 833-
4 (uecember 2008), hup://www.apa.org/pubs/
lnfo/reporLs/zero-Lolerance.pdf, AdvancemenL
ro[ecL, 1est, loolsb, ooJ losboot, 3, 13-17
(March 2010), hup://www.advancemenLpro[ecL.
org/slLes/defaulL/les/publlcauons/rev_n.pdf.
2
1est, loolsb, ooJ losboot, supra noLe 1, aL 18-
19.
3
lJ. aL 20-24.
4
lJ. aL 16-17.
3
lJ., AdvancemenL ro[ecL & ?ouLh unlLed for
Change, 2eto 1oletooce lo lblloJelpblo. ueoyloq
Jocouoool Oppottoolues ooJ cteouoq o
lotbwoy to ltlsoo 8, 13 (!anuary 2011), hup://
www.advancemenLpro[ecL.org/dlglLal-llbrary/
publlcauons/zero-Lolerance-ln-phlladelphla-
denylng-educauonal-opporLunlues-and-cr,
AdvancemenL ro[ecL & ower u, 1elling it
llke lt ls. ootb 5peok Oot oo tbe 5cbool to
ltlsoo llpelloe (AugusL 2011), hup://www.
advancemenLpro[ecL.org/dlglLal-llbrary/
publlcauons/Lelllng-lL-llke-lL-ls-youLh-speak-ouL-
on-Lhe-school-Lo-prlson-plpelln-0.
6
5ee, e.q., 1est, loolsb, ooJ losboot, supra
noLe 1, aL 34-42, AdvancemenL ro[ecL, SLop
Lhe Schoolhouse Lo !allhouse 1rack, hup://
sLopschoolsLo[alls.org/.
7
lJ.,Collaborauve for Academlc, Soclal, and
Lmouonal Learnlng (CASLL), 5oclol ooJ mouoool
leotoloq ooJ 8ollyloq lteveouoo 4 (2011), hup://
casel.org/wp-conLenL/uploads/2011/04/SLL-and-
8ullylng-revenuon-2009.pdf.
8
1est, loolsb, ooJ losboot, supra noLe 1, Cay,
Lesblan, and SLralghL Lducauon neLwork (CLSLn),
2009 School CllmaLe Survey 43-31 (SepL. 14
2010), hup://www.glsen.org/cgl-bln/lowa/
all/news/record/2624.hLml, Zero Tolerance in
lblloJelpblo, sopto noLe 3, aL 11.
9
E.g., lncldenLs lnvolvlng weapons or serlous
ln[urles.
10
lor an excellenL example of how LhaL can occur,
see hup://www.youLube.com/waLch?v=xPbku-
2p1WA.
11
u.S. ueparLmenL of PealLh and Puman
Servlces, SLop8ullylng.Cov, 8ollyloq uefoluoo,
hup://www.sLopbullylng.gov/whaL-ls-bullylng/
denluon/lndex.hLml.
12
u.S. ueparLmenL of PealLh and Puman
Servlces, SLop8ullylng.Cov, wbot we koow
Aboot 8ollyloq, hup://www.sLopbullylng.gov/
communlLy/up_sheeLs/abouL_bullylng.pdf.
13
nansel, 1. 8., Cverpeck, M., llla, 8. S., 8uan,
W. !., Slmons-MorLon, 8., & ScheldL, ., 8ollyloq
bebovlots omooq u.5. yootb. ltevoleoce ooJ
ossoclouoo wltb psycbosoclol oJjostmeot, !ournal
of Lhe Amerlcan Medlcal Assoclauon 283, 2096
(2001), hup://pdba.georgeLown.edu/SecurlLy/
cluzensecurlLy/eeuu/documenLs/bullylng.pdf.
14
ubllc 8roadcasung Servlce (8S), 1bls
mouoool llfe. wbot ls 8ollyloq? (2011), hup://
www.pbs.org/Lhlsemouonalllfe/Loplc/bullylng/
whaL-bullylng.
13
CLSLn, sopto noLe 8, aL 23, 21.
16
1hls can be especlally problemauc for LC81C
sLudenLs. lor example, 30 of LC81C sLudenLs
sklpped aL leasL one day of school ln Lhe lasL
monLh and Lhelr CA's are half a grade lower
when Lhey were more frequenLly harassed by
peers and adulLs. lJ. aL xvl, 16, nlrvl Shah, 5toJy
lloJs 8ollyloq 1okes oo AcoJemlc 1oll oo 5toJeots,
Lducauon Week (Aug. 31, 2011), hup://www.
edweek.org/ew/arucles/2011/08/23/02bully.
h31.hLml.
17
CLSLn, sopto noLe 8, aL 23.
18
Casuc, 8lllle, 5cbool 1tooocy ooJ tbe
ulsclpllooty ltoblems of 8ollyloq vlcums,
Lducauonal 8evlew 60:4, 398-399 (2008).
19
Carney, A.C., & Merrell, k.W., 8ollyloq lo
5cbools. letspecuves oo uoJetstooJloq ooJ
lteveouoq oo lotetoouoool ltoblem, School
sychology lnLernauonal 22, 368 (2001), see
also, e.g., MSn8C.com, 8ollleJ 1eeo 5toJeot
wbo llteJ 5too Coo ls xpelleJ, (May 8,
2012), hup://usnews.msnbc.msn.com/_
news/2012/03/08/11600211-bullled-gay-sLudenL-
who-red-sLun-gun-ls-expelled.
20
CASLL, sopto noLe 7, 8oyle, u.!, ootb 8ollyloq.
loclJeoce, lmpoct, ooJ lotetveouoos, !ournal
of Lhe new !ersey sychologlcal Assoclauon,
33(3), 9 (2003), hup://www.umdn[.edu/
vln[web/publlcauons/arucles/bullylng.pdf, Mary
LllzabeLh uallas, 8ollyloq Moy kolse klsk of
5olclJol 1booqbts Medllne lus, (March 2, 2012),
hup://www.nlm.nlh.gov/medllneplus/news/
fullsLory_122338.hLml.
21
Lambda Legal, locts. Coy ooJ lesbloo ootb
lo 5cbools, hup://daLa.lambdalegal.org/pdf/138.
pdf, uebra !. epler & Wendy Cralg, Mokloq
o ul[eteoce lo 8ollyloq 8 (Aprll 2000), hup://
casel.org/wp-conLenL/uploads/2011/04/Cralg_
epler_2000_8LC81_Maklng_a_ulerence_ln_
8ullylng.pdf.
22
lL CeLs 8euer ro[ecL, hup://www.lLgeLsbeuer.
org/.
23
Make lL 8euer ro[ecL, hup://www.
makelLbeuerpro[ecL.org/.
24
!arreu, valerle, oJloq 8ollyloq lo oot
5cbools ooJ commoolues, 1he WhlLe Pouse
(Aprll 20, 2012), hup://www.whlLehouse.gov/
blog/2012/04/20/endlng-bullylng-our-schools-
communlues.
23
Leuer from 8usslynn All, AsslsLanL SecreLary
for Clvll 8lghLs, u.S. ueparLmenL of Lducauon
Lo Colleagues (CcLober 26, 2010), hup://
www2.ed.gov/abouL/omces/llsL/ocr/leuers/
colleague-201010.hLml.
26
S. 306, P.8. 1648, 112Lh Cong. (2011). 1he
Safe Schools lmprovemenL AcL requlres Lhe
lmplemenLauon of anu-bullylng pollcles. S. 333,
P.8. 998, 112Lh Cong. (2011). 1he SLudenL non-
ulscrlmlnauon AcL (SnuA) wlll glve LC81 sLudenLs
Lhe federal rlghL Lo be free from dlscrlmlnauon,
harassmenL and bullylng based on a sLudenL's
acLual or percelved sexual orlenLauon or gender
ldenuLy.
27
u.S. ueparLmenL of Lducauon, Aoolysls of 5tote
8ollyloq lows ooJ lollcles xl, 79 (2011), hup://
www2.ed.gov/rschsLaL/eval/bullylng/sLaLe-
bullylng-laws/sLaLe-bullylng-laws.pdf.
28
1he followlng sLaLes all passed leglslauon LhaL
addressed bullylng ln 2011: A8, AZ, CA, CC, C1, Pl,
lL, ln, Mu, Ml, MC, MS, nu, n!, nM, nv, 8l, 1n,
1x, u1, vA, v1, and Wv. ML, CP, Su, and v1 have
passed leglslauon as of !une 3, 2012. Addluonally,
leglslauon ln LA recenLly passed boLh houses and
ls awalung Lhe slgnaLure of Lhe governor.
29
E.g., Casuc, sopto noLe 18.
30
ew CharlLable 1rusL, lobllc 5ofety, lobllc
5peoJloq. lotecosuoq Ametlcos ltlsoo
lopolouoo (!une 2007): hup://www.pewLrusLs.
org/uploadedllles/wwwpewLrusLsorg/
8eporLs/SLaLe-based_pollcy/S_prlson_
pro[ecuons_0207.pdf.
31
1est, loolsb, ooJ losboot, sopto noLe 1.
32
lJ.
33
lJ. aL 13-16.
34
See, e.g., 2eto 1oletooce lo lblloJelpblo, sopto
noLe 3.
33
AdvancemenL ro[ecL, Lducauon Law CenLer,
eL.al., leJetol lollcy, keootbotlzouoo of 5A
ooJ tbe 5cbool-to-ltlsoo ltoqtom (March
2011), hup://www.advancemenLpro[ecL.org/
dlglLal-llbrary/publlcauons/federal-pollcy-esea-
reauLhorlzauon-and-Lhe-school-Lo-prlson-
plpellne, Coodhue, uavld, 5toJy. Coy 1eeos Mote
llkely to kecelve 5cbool ulsclplloe, All Peadllne
news, (uec. 6 2010) (clung: PlmmelsLeln, kaLhryn
L. W., 8ruckner, Pannah, ctlmlool-Iosuce ooJ
5cbool 5oocuoos Aqolost Noobetetosexool ootb.
A Nouoool looqltoJlool 5toJy (SepL. 13, 2010)).
ENDNOTES
TWO WRONGS DONT MAKE A RIGHT 17
36
!usuce CenLer: 1he Councll of SLaLe CovernmenLs,
8teokloq 5cbools koles. A 5totewlJe 5toJy oo now
5cbool ulsclplloe kelotes to 5toJeots 5occess ooJ
Ioveolle Iosuce lovolvemeot (!uly 2011), hup://
[usucecenLer.csg.org/resources/[uvenlles.
37
SLudles have shown a relauonshlp beLween
school cllmaLe, sLudenL absenLeelsm and Lhe raLe of
sLudenL suspenslon." CenLer for Soclal and Lmouonal
Lducauon and nauonal School 8oard Assoclauon,
5cbool cllmote ColJe fot ulsttlct lollcymokets ooJ
5cbool leoJets 3 (2009), hup://www.schoolcllmaLe.
org/cllmaLe/documenLs/dg/dlsLrlcL-gulde-csee.pdf
(clung: Cohen, !,. McCabe, L.M, Mlchelll, n.M &
lckeral, 1., 5cbool cllmote. keseotcb, lollcy, 1eocbet
Jocouoo ooJ ltocuce, 1eachers College 8ecord,
volume 111: lssue 1: 180-213 (2009), hup://www.
Lcrecord.org/ConLenL.asp?ConLenLld=13220).
38
See Amerlcan sychologlcal Assoclauon, sopto
noLe 1, aL 834, Casuc, supra noLe 18.
39
1est, loolsb, ooJ losboot, sopto noLe 1, noguera,
edro A., lteveouoq ooJ ltoJocloq vloleoce. A
ctlucol Aoolysls of kespooses to 5cbool vloleoce,
Parvard Lducauonal 8evlew, vol. 63 no. 2 (1993).
40
1est, loolsb, ooJ losboot, sopto noLe 1, aL 17.
41
lJ.
42
8lum, 8oberL W., 8hlneharL, eggy Mann,
keJocloq tbe klsk. coooecuoos 1bot Moke o
ul[eteoce lo tbe llves of ootb 21-24 (1997), hup://
www.erlc.ed.gov/ulS/Lu412439.pdf.
43
lJ., WashlngLon osL, 5olclJe 1otos Aueouoo
to loltfox ulsclplloe ltoceJotes (leb. 20, 2011),
hup://www.washlngLonposL.com/wp-dyn/conLenL/
arucle/2011/02/19/A82011021904141.hLml.
44
1est, loolsb, ooJ losboot, sopto noLe 1, Amerlcan
sychologlcal Assoclauon, supra noLe 1, aL 834,
!usuce CenLer, supra noLe 36.
43
Amerlcan sychologlcal Assoclauon, sopto noLe 1.
46
1est, loolsb, ooJ losboot, sopto noLe 1, aL 17, 24,
volces of ?ouLh ln Chlcago Lducauon, lolleJ lollcles,
8tokeo ltomlses. 1be 1toe cost of 2eto 1oletooce lo
cblcoqo 19-22 (!uly 2011), hup://www.voycepro[ecL.
org/slLes/defaulL/les/vC?CL20reporL202011.
pdf.
47
1est, loolsb, ooJ losboot, sopto noLe 1, aL 33-38,
see also, e.g., !ennlngs, Angel, Los Angeles 1lmes,
l.A. clty cooocll 5coles 8ock 1tooocy low (lebruary
23, 2012), hup://arucles.laumes.com/2012/feb/23/
local/la-me-0223-Lruancy-law-20120223, adres
y !ovenes unldos, Ioveoes uolJos wlo looJmotk
ulsclplloe kefotm fot 5tote of colotoJo (May 9,
2012), hup://www.padresunldos.org/[ovenes-
unldos-wln-landmark-dlsclpllne-reform-sLaLe-
colorado.
48
u.S. ueparLmenL of Lducauon, 5ectetoty uoocoo,
Auotoey Ceoetol nolJet Aoooooce [ott to kespooJ
to 5cbool-to-ltlsoo llpelloe by 5oppotuoq CooJ
ulsclplloe ltocuces (!uly 21, 2011), hup://www.
ed.gov/news/press-releases/secreLary-duncan-
auorney-general-holder-announce-eorL-respond-
school-prlson-p.
49
5ee, e.q., LlemenLary and Secondary Lducauon
8eauLhorlzauon AcL of 2011, 112
Lh
Cong. (2011),
hup://www.help.senaLe.gov/lmo/medla/doc/
8CM117323.pdf
30
1est, loolsb, ooJ losboot, sopto noLe 1, aL 9-12.
31
Aoolysls of 5tote 8ollyloq lows ooJ lollcles, sopto
noLe 27, aL 43-44.
32
lJ.
33
lJ. aL 34.
34
lJ.
33
lJ. aL 69.
36
1est, loolsb, ooJ losboot, sopto noLe 1, 9-12,
see, e.g., Ca. Code Ann. 20-2-731.4 (requlrlng
any sLudenL accused of bullylng on Lhree or more
occaslons Lo auLomaucally be Lransferred Lo an
alLernauve school).
37
Aoolysls of 5tote 8ollyloq lows ooJ lollcles, sopto
noLe 27, aL 19.
38
lJ. aL 19-20.
39
lJ. aL 39.
60
lJ. aL 69.
61
Sacco, u.1., Sllbaugh, k., eL al., Ao Ovetvlew of
5tote Aou-8ollyloq leqlslouoo ooJ Otbet keloteJ
lows, 7-8, 34-33 (leb. 23, 2012), hup://cyber.law.
harvard.edu/publlcauons/2012/sLaLe_anu_bullylng_
leglslauon_overvlew.
62
See, e.g., n? 1lmes, 8ollyloq low lots New Ietsey
5cbools oo tbe 5pot (AugusL 31, 2011), hup://www.
nyumes.com/2011/08/31/nyreglon/bullylng-law-
puLs-new-[ersey-schools-on-spoL.hLml.
63
Sacco, u.1., Sllbaugh, k., eL al., sopto noLe 61, aL
9-10.
64
lJ. Code Ann. 18-917A.
63
lor example, many sLaLes now allow slngular
lncldenLs, raLher Lhan a pauern of behavlor, Lo
be consldered bullylng. ln addluon, Lhe denluon
has also been expanded ln many sLaLes Lo lnclude
behavlor LhaL occurs onllne or o of school grounds.
66
nansel, sopto noLe 13.
67
Some sLudenLs have used bullylng as a form
a deecuon whlle Lhey quesuoned Lhelr own
ldenuues, oLhers have foughL back ln self-defense,
e.g. hup://www.youLube.com/waLch?v=xPbku-
2p1WA, supra noLe 10, MSn8C.com, 8ollleJ 1eeo
5toJeot wbo llteJ 5too Coo ls xpelleJ, sopto noLe
19.
68
nansel, sopto noLe 13 (6.3 of slxLh Lhrough
LenLh graders had played Lhe roles of boLh bully and
vlcum), see also, e.g., hup://www.youLube.com/
waLch?v=xPbku-2p1WA, supra noLe 10.
69
1he nauonal Cay and Lesblan 1ask lorce, Lesbian,
Coy, 8lsexool, ooJ 1toosqeoJet ootb. Ao plJemlc
of nomelessoess (2006), hup://www.LheLaskforce.
org/downloads/Pomeless?ouLh.pdf (Accordlng Lo
one sLudy, 30 of gay Leens experlenced a negauve
reacuon from Lhelr parenLs when Lhey came ouL and
26 were klcked ouL of Lhelr homes).
70
S. 333, P.8. 998, 112Lh Cong. (2011).
71
S. 306, P.8. 1648, 112Lh Cong. (2011).
72
nauonal Campalgn for CuallLy Lducauon,
?ouLh Success AcL (May 2011), hup://www.
nauonalcampalgnforquallLyeducauon.org/abouL/
youLhsuccessacL/.
73
lJ.
74
1hese surveys should lnclude demographlc
quesuons abouL sexual orlenLauon and gender
ldenuLy, so our publlc educauon and school
dlsclpllne lmplemenLauon sysLems can adequaLely
ldenufy and Lhen address educauon, dropouL, and
lncarcerauon dlsparlues.
73
8ussell, S. 1., McCulre, !. k., Laub, C, & Manke, L.,
Callfornla Safe Schools Coalluon 8esearch 8rlef #3,
lC81 5toJeot 5ofety. 5teps 5cbools coo 1oke (2006),
hup://ebookbrowse.com/cssc-research-brlef-3-
pdf-d60904264.