When someone breaks the law or acts out in a transgressive manner we often turn to punishment to correct their behaviour. We do this in families and as a society, but is it right? If take a moment to look at the roots of modern punishment we might conclude that it’s best to try something else.
One answer is that punishmentÂ evolvedÂ to promote the greater good and prevent tragedies of the commons. This is theÂ altruisticÂ approach. Yes, punishment might be costly for the punisher, but (so the theory goes) it generates downstream benefits for others â€“ stabilising cooperation, enforcing just rules, deterring freeriders. Punishment is probably essential for maintaining and enforcing norms, laws and customs. Yet its origins appear to trace back to a time before robust human societies, perhaps even before we had language to articulate the rules. RecentÂ researchÂ has identified contexts where dominant chimps seem to punish freeloaders. So perhaps punishment preceded the benefits it generates.
A school in Walla Walla was essentially a dumping ground for all the students deemed to have behavioural problems and their explosion rate was through the roof. This all changed when a principal ditched the atrocious zero tolerance policy that the school was using (many schools in North America punish and demean students this way).
The principal found that better communication between the school administration, teachers, and students was key to solving a lot of the issues that led students to be expelled. This new approach cut the expulsion rate by quite a bit and improved the overall learning being done inside the school.
2009-2010 (Before new approach)
* 798 suspensions (days students were out of school)
* 50 expulsions
* 600 written referrals
2010-2011 (After new approach)
* 135 suspensions (days students were out of school)
* 30 expulsions
* 320 written referrals
…These suspensions donâ€™t work for schools. Get rid of the â€œbadâ€ students, and the â€œgoodâ€ students can learn, get high scores, live good lives. Thatâ€™s the myth. The reality? Itâ€™s just the opposite. Says the NEPC report: â€œâ€¦research on the frequent use of school suspension has indicated that, after race and poverty are controlled for, higher rates of out-of-school suspension correlate with lower achievement scores.â€
There are just two simple rules, says Turner.
Rule No. 1: Take nothing a raging kid says personally. Really. Act like a duck: let the words roll off your back like drops of water.
Rule No. 2: Donâ€™t mirror the kidâ€™s behavior. Take a deep breath. Wait for the storm to pass, and then ask something along the lines of: â€œAre you okay? Did something happen to you thatâ€™s bothering you? Do you want to talk about it?â€
Itâ€™s not that a kid gets off the hook for bad behavior. â€œThere have to be consequences,â€ explains Turner. Replace punishment, which doesnâ€™t work, with a system to give kids tools so that they can learn how to recognize their reaction to stress and to control it. â€œWe need to teach the kids how to do something differently if we want to see a different response.â€