This Admin 101 column is going to be a new feature in The Assist. The goal of the column is to take a common situation or issue that an assistant principal is likely to face, and provide some ideas and advice on the dos/don'ts of how to handle the situation. If you have a topic that you would like us to address in a future Admin 101 column, please submit it at your convenience and we will do our best to include it in a future publication.

A parent was notified that their child (Student A) was given a five-day suspension for an incident which occurred at the school. They learn through the grapevine that the other student (Student B) was not suspended. They did not have a problem with Student A’s five-day suspension until they learned that Student B was treated differently.  

Upon investigating you learned:

  1. Student A has been harassing Student B since middle school

  2. Student A routinely goes to Student B’s locker, calls him names and makes harassing comments. These actions have been confirmed by students at nearby lockers who also say that Student B typically ignores the comments.

  3. Student B has told his parents about the harassment, but he has not informed any adult at the school

  4. Final Straw: Student A stopped at Student B’s locker, called him a name and shoved him when he continued to ignore the instigator. When Student B turned around, Student A pushed him into the locker. As Student B was against the locker, Student A began punching him. Student B initially covered his head, but after more punches were landed Student B punched back once or twice. The noise drew the attention of nearby students and teachers who pulled the students apart. All reports indicate that Student A was the aggressor and that Student B tried to push Student A away, and that his punches were thrown in self-defense.

Action Steps to Take When the Students Arrive in  the Office…

  • Because the fight became physical, you should immediately involve the police

  • If the police determine the situation did not escalate to the level of an assault, document the conversation with the police

  • Attend to any injuries which may have been sustained

  • Contact all of the parents of both students 

  • Take statements from student and staff witnesses

  • Take statements from both Student A and B

  • Check high school and middle school discipline records to see if there is a history of issues between Student A and B and if they were documented

  • Consider the 7 factors: 

    • (a) The pupil’s age.

    • (b) The pupil’s disciplinary history.

    • (c) Whether the pupil is a student with a disability.

    • (d) The seriousness of the violation or behavior committed by the pupil.

    • (e) Whether the violation or behavior committed by the pupil threatened the safety of any pupil or staff member.

    • (f) Whether restorative practices should/will be used to address the violation or behavior committed by the pupil.

    • (g) Whether a lesser intervention would properly address the violation or behavior committed by the pupil.

Upon determination that a ten-day suspension would be the normal course of action for    Student A, but based on a limited history of discipline (he was involved in one other fight and had a few instances of insubordination with staff),he would be offered a restorative alternative. However, he refused to participate in a restorative circle which eliminated that alternative route of action. Considering all of the factors involved, Student A received a five-day (rather than a ten-day) suspension. Student B was not issued any formal discipline, but was advised to make administration aware of any future negative interactions with Student A. Student B’s parents were also asked to report any negative interactions. 

Student A’s parents come to the school angry to learn that Student B “didn’t get in trouble at all”. 

  • Invite Student A’s parents into a conference room, preferably a place where there are chairs to talk without a desk in between or where there is a conference table where both can sit comfortably.

  • Offer Student A’s parents a coffee or water. Ask them if Student A has his homework, or needs anything else from the school during the suspension. 

  • Ask the parents what you can do for them. LISTEN carefully, make notes and repeat back their concerns.

  • Explain that due to FERPA there are private details about the investigation you are not able to share. Explain that you were able to gather statements from several eyewitnesses and these accounts were the basis of how discipline steps were determined.

  • State that you and the administrative team at the school view suspension as a last resort and remind them their son was offered the opportunity to participate in a restorative practice meeting which would have reduced the suspension. Inform the parents that Student A will be supported upon returning to school with a reentry meeting.

  • Inform Student A’s parents about the discipline appeal process, document that you walked them through the process and that the appeal document was included with the written suspension notice.

  • Keep the Principal informed about the reaction of Student A’s parents (positive and/or negative) and whether or not they have indicated that they would be contacting the Superintendent and/or the Board of Education. The Principal will be responsible to decide if he/she should contact the Superintendent with information about the situation. 

Ultimately every interaction goes better when people are treated with respect, they feel they are listened to and they understand the process. They may not fully understand or agree with the outcome but they are much more likely to trust the process if it is transparent and seems to make sense. Early in my administrative career my mentor told me, “If you are going to discipline or suspend a student, picture yourself in the middle of town and explaining your actions to the community. Would your actions make sense and seem reasonable to the community? If so, you’ll be fine”.