Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students. Administrators, educators, students, parents and community members can find on this site tools, data and resources to:
- Increase their awareness of the prevalence, impact, and legal implications of suspension and expulsion;
- Find basic information and resources on effective alternatives; and
- Join a national conversation on how to effectively create positive school climates.
The CR-S framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop students’ abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change.
The original legislation amended State Education Law by creating a new Article 2 – Dignity for All Students.
The Dignity Act also amended Section 801-a of New York State Education Law regarding instruction in civility, citizenship, and character education by expanding the concepts of tolerance, respect for others and dignity to include: an awareness and sensitivity in the relations of people, including but not limited to, different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes. The Dignity Act further amended Section 2801 of the Education Law by requiring Boards of Education to include language addressing The Dignity Act in their codes of conduct.
Additionally, under the Dignity Act, schools will be responsible for collecting and reporting data regarding material incidents of discrimination, harassment, and bullying.
An organization that recognizes diversity values differences and similarities among people through its actions and accountability. These characteristics include age, ethnicity, gender, language and culture, socioeconomic status, among many different things.
When PTAs respect differences yet acknowledge shared commonalities uniting their communities, and then develop meaningful priorities based upon their knowledge, they genuinely represent their communities.