Revises provisions governing school safety and student behavior. (BDR 34-638)
AB285 modifies existing disciplinary laws by removing certain rigid requirements surrounding the application of restorative disciplinary practices in favor of a more flexible model focused on progressive discipline. It mandates the development of educational service plans for students removed from the classroom and emphasizes holistic approaches, such as training for school staff on improving school climates. The bill also addresses disciplinary actions involving younger students, particularly concerning suspension and expulsion, significantly affecting how schools handle younger populations who may face behavioral issues.
Assembly Bill No. 285 (AB285) revises provisions governing educational discipline practices and student behavior in Nevada public schools. It emphasizes establishing progressive discipline plans based on restorative justice principles, aiming to facilitate alternative conflict resolution and social-emotional learning methods. The bill requires all school districts, charter schools, and university schools for profoundly gifted pupils to create these progressive discipline plans, providing a structured approach to managing student behavior within educational settings.
A notable point of contention surrounding AB285 relates to its approach towards behaviors classified as habitual disciplinary problems. Critics argue that the bill may not adequately address the underlying causes of student conduct, particularly among at-risk populations such as the homeless or those in foster care. The removal of certain protections that previously required considering these factors before declaring a student a habitual disciplinary problem has raised concerns among advocates. This could lead to more aggressive disciplinary measures against disenfranchised students, potentially exacerbating existing inequities in educational discipline.