By Sam McGrath

This year, Collegiate’s Middle School introduced a new behavior management system aimed at encouraging student growth and responsibility. Middle School Head Jeff Dunnington (‘01) and Student Life Coordinators Jenny Lindner and Asher Rolfe worked together to develop a system that prioritizes learning from mistakes over immediate punishment. The goal is to create a structured yet supportive approach to student discipline by incorporating teacher guidance and family involvement. 

A typical demerit slip. Image credit: Cherry Printers Store.

Back in my day, the Middle School discipline system was simple and strict. Students could be handed a demerit without so much as a warning, depending entirely on the teacher’s mood or style. If you got one, you were automatically assigned demerit study hall to be served the following Monday after school. The detention routine was the same each time: write a reflection on why you received the demerit, then copy a section of the student handbook word-for-word onto a sheet of paper. 

One moment that still makes me laugh was in a science class, when I slapped a mosquito on my arm. Without hesitation, my teacher handed me a demerit for “endangering insects.” Even though the system could feel over the top, moments like that made the old system hard to forget. 

How The System Works 

Under the revised structure, students are given infractions before receiving a demerit. The first infraction results in a conversation between the student and the teacher, allowing the student to recognize their mistake without parental involvement. If a second infraction occurs, parents are notified, but the process remains the same. Upon receiving a third infraction, the student is issued a demerit, loses recess, and completes a reflection form. The system resets after a demerit is given. Unlike the previous system, where demerits were handled on a class-by-class basis, the new approach considers all classes collectively. If a student accumulates two demerits—equivalent to six infractions—their parents may be called in for a meeting. 

Unlike the previous system, which led to automatic detentions, the new process emphasizes growth and accountability. “The main purpose is to help students improve their behavior and become more independent while involving families in a more constructive way,” said Dunnington. 

Why The Change?

The Middle School administration sought to shift from a direct punishment-based system to one that allows students to reflect and learn from their actions. “We wanted it to be more of a learning moment for students instead of an automatic detention,” explained Dunnington. By providing structured warnings and reflection opportunities, the school hopes to help students develop better decision-making skills. 

Impact and Feedback

Dunnington shared that the system has met expectations so far, though adjustments may be made as needed. “It’s the first year of implementing this, and overall, it has been largely positive,” he noted. While formal feedback has been limited, one 8th Grader said he appreciates the change. “I like the new system because it gives teachers more flexibility in handling infractions,” he said. “I’ve received two infractions, but I was able to change my actions without getting a detention and feeling frustrated.” He received close to ten demerits last year, and this new system allowed him avoid those detentions and learn from his mistakes. 

Students who feel they have been unfairly given an infraction can discuss their concerns with Rolfe or Lindner. The appeal process ensures fairness and promotes open communication. 

Looking Ahead

Photo credit: Vlastik Svab

While the system has been effective in its early stages, the administration remains open to refining it based on student, teacher, and parent feedback. “We’re always looking at ways to improve, but so far, it has served its purpose well,” said Dunnington. 

As the year comes to a close, the Middle School community will continue to assess how the new system shapes student behavior and school culture. For now, both students and staff seem to appreciate the shift toward a more educational, reflective approach to discipline.