Abstract
Purpose. The purpose of this study was to identify California middle school administrators' comfort level with four topic areas of the law: (a) constitutional rights of students, (b) disciplinary procedures for disruptive students with disabilities, (c) zero tolerance, bullying, and sexual harassment, and (d) safe school environment. Methodology. Variables from a survey yielded quantitative data related to the four topic areas of the law, which were then analyzed using descriptive statistics, and qualitative data that identified activities, programs or publications that contribute to or prevent middle school administrators from having a higher level of comfort with the school law. Findings. Administrators reported a higher level of comfort when dealing with student discipline in the topic areas of due process for students related to suspension or expulsion, bullying, and safe school environment. Incidents where administrators responded as being somewhat comfortable concerned zero tolerance of possessing weapons at school, freedom of expression and search and seizure for stolen items or contraband. Lower levels of comfort were reported with issues involving freedom of the press, sexual harassment, search and seizure using dogs or urine tests for drugs, and disciplining disruptive students with disabilities. There was a correlation between administrators' years of experience or involvement with specific incident areas and their increased comfort level with the law. Administrators suggested that having direct contact with a mentor, the district legal counsel, regular discussions with experienced administrators or using California case studies could increase their level of comfort with the law. Recommendations. New administrators entering the schools require training to increase their comfort level, regardless of their inexperience and limited exposure to discipline incidents. Based on respondents' recommendations, it is necessary to identify ways to increase their comfort level through a combination of training, mentoring and use of California specific publications. Assignment of mentors for new administrators, access to district legal counsel and providing on-going, area specific training should become a standard of support in school districts. Professional organizations and universities should develop annual training sessions that involve case studies and instruction from legal experts that focus on the areas identified as causing the lowest comfort levels.