The experience of high school teachers with a zero tolerance for fighting policy

Abstract

Violence has become news in the nation's public schools, touching rural and suburban schools as well as those in the inner city. The purpose of this phenomenological study was to discover the experiences of high school teachers with a zero tolerance for fighting policy. In-depth individual interviews were conducted with eleven teachers from a south Louisiana high school. Each interview was tape recorded and transcribed in an attempt to capture as closely as possible the essence and meaning of each participant’s story. The phenomenological research method was used to analyze data gathered in participant interviews and to assist in identification of elements of participant experience.

Analysis of data resulted in six themes. The following themes were found to be included in the experience of the high school teachers with a zero tolerance for fighting policy: (1) Here’s the policy; now enforce it, (2) Divided we stand, (3) There are fewer fights, aren’t there? (4) Consistency and fairness, (5) School climate, and (6) Should we mend the policy or ju st end the policy? Elements of each theme were described in detail through presentation of descriptive data collected in the interviews.

The elements that emerged from this phenomenological investigation present a clear, yet varied, picture of what the teachers in this study have experienced in regard to the zero tolerance for fighting policy. As many school districts consider zero tolerance policies as a disciplinary intervention, it is imperative that school leaders be aware of the implications and ramifications relating to teachers surrounding the implementation of such policies. Suggestions and recommendations intended to assist school districts examining zero tolerance policies are provided.