Navigating student incivility and zero-tolerance policies in higher education institutions

Introduction

In recent years, higher education institutions have faced increasing challenges with student incivility, which can manifest in various forms, such as disruptive behaviour in class, disrespect towards faculty and peers, and academic dishonesty (Vural and Bacıoğlu, 2020). Student incivility disrupts the educational environment and undermines the integrity of academic institutions. This article explores the complexities of student incivility and the implications of adopting a zero-tolerance approach in academic environments. 

Understanding student incivility

Student incivility refers to behaviours that disrupt the educational process and create a hostile environment, ranging from minor infractions, such as inattentiveness or tardiness, to severe actions, such as cheating, bullying or verbal abuse (Bjorklund and Rehling, 2010). The causes of these behaviours include: 

The impact of incivility

The repercussions of student incivility extend far beyond the individuals who are directly involved, impacting the entire academic community: 

• For students: incivility can result in penalties such as lower grades, disciplinary actions, or even suspension and expulsion. Students who engage in uncivil behaviour can often experience isolation and strained relationships with their peers and faculty (Bjorklund and Rehling, 2010)
• For academics: managing disruptive behaviour imposes a significant burden, resulting in diverting time and energy from instructional activities. This can lead to increased stress and job dissatisfaction among educators (Vural and Bacıoğlu, 2020)
• For academic institutions: persistent student incivility poses a significant threat to the institution’s reputation and operational effectiveness, leading to lower enrolment numbers and financial instability (Hirschy and Braxton, 2005)

Zero-tolerance policies

Zero-tolerance policies are strict enforcement strategies designed to impose predetermined consequences for specific offenses (Skiba et al, 2002). In academic settings, these policies aim to reduce incivility by implementing severe penalties for actions such as cheating, plagiarism, harassment and classroom disruptions. The rationale includes deterrence, consistency and ensuring safety and respect within the academic community. 

Balancing discipline and support

To effectively address student incivility, a balanced approach that combines clear consequences with supportive interventions is essential:

• Establish and communicate expectations: by making expectations transparent, students are more likely to understand what is required of them and the consequences of their actions (Morrissette, 2001)
• Provide robust support systems: resources for mental health, academic support and conflict resolution can help students manage stress and engage positively with their academic environment
• Implement restorative practices: restorative justice approaches focus on repairing harm and promoting understanding rather than enforcing purely punitive measures  
• Equip lecturers with skills to manage difficult behaviours: faculty training can help lecturers to recognise and respond to incivility effectively (Ali and Gracey, 2013)
• Implement inclusive and fair disciplinary measures: policies should be designed to be fair, considering the diverse backgrounds and needs of the student population (Banks and Banks, 2013)

By balancing discipline with support, educational institutions can address student incivility more effectively, promoting a respectful and engaging learning environment.