Responding to Disruptive Students

Students are generally seen as disruptive when their behavior “persistently or grossly interferes with academic or administrative activities on campus.” Such behavior “hampers the ability of the other students to learn and instructors to teach.” (Amada, 1994).

Our student handbook, under Prohibited Conduct Related to the Operation of the College or College Judicial System, defines disruption as:

Intentionally or recklessly interfering with normal College or College-sponsored activities, including, but not limited to, studying, teaching, research, and College administration.

The Social Responsibility Statement also listed in the Student Handbook provides an additional standard of behavior.

All individuals and/or groups of the WVWC college community are expected to speak and act with respect for the human dignity of others, both inside and outside the classroom, and in all college-sponsored social, recreational, and academic activities on or off campus.

Clearly, there are three important components to keep in mind.

1.  The disruption must be observable and the specific behaviors documented.

2. There are institutional standards for behavior. Formal and informal processes exist to enforce standards and protect the rights of individuals.

3.  Behavior is “disruptive” if it is persistent and/or flagrant.

What should be done? 

•  Establish standards in the classroom or office and communicate that standard in advance or when a standard has been broken.

•  Speak directly to the individual being disruptive. Identify the behavior that is disruptive or unacceptable. Provide an opportunity for the person to respond. Give a reason for the standard and in some situations it is effective to communicate current or future consequences. Work to prevent an escalation of feelings or a debate about the incident. It is preferable to speak to the individual alone, but, of course, that is not always possible.

•  Document the incident. Include who, what, where, and when. Bespecific about the behavior. Do not include psychological terms or assumptions about motivation or intention.

•  Consider filing a formal complaint with the Judicial Affairs Office, the Vice President of Student Affairs, or the Vice President of Academic Affairs. You may want to consult with a department chair, colleague, supervisor, or member of the Counseling Center staff to decide on a plan of action.

It is not uncommon for some faculty and staff members to contact counseling services without first talking with the student about their concern. This strategy is often one part good intention and one part avoidance. Many disruptive students are experiencing more serious psychological problems. However, many have already been to counselors, psychologists, and psychiatrists (for some that may be one of the contributing problems.) Counseling may be helpful in some cases but should not be a replacement for accountability. Counseling services should also not be seen as the center for the management of “bad” behavior. Enforcement of policies/standards and a demonstration of concern for well being are not an “either/or” proposition.

Some of our students have been diagnosed with mental disorders prior to their arrival. Unless that information is voluntarily disclosed we don't know a lot about a student's history. If we do, then legally and ethically we may need to provide reasonable accommodation for that individual. However, there is a limit to “reasonableness.” There are instances when proceeding with the disciplinary process, even when documented behavior can be linked to some diagnosed disorder, is an important and legitimate course of action. The process will allow for consideration of extenuating circumstances and flexibility in determining consequences.

Other Considerations 

Some faculty and staff members indicate that they don't want to get involved in the personal lives of students and have no responsibility for discipline. First, it is impossible not to be involved in the personal lives of students. We are part of their life. Second, most of us are not directly responsible for discipline, but we do have a responsibility to consider, and sometimes to act on, the best interests of the individual and the community.

Therefore, it is important to respond to and document disruptive behavior because these actions can help to more quickly identify “at-risk” and/or “high risk” students. At the same time, our involvement provides a basis for the student, or the institution, to implement problem prevention/harm reduction measures. Simply put, it can provide the student with a reason to consider future actions and the institution with an opportunity to support standards reflected in the mission statement.

An expectation of civility, responsibility, and accountability can continue to nurture our on-going task of improving the quality of our community.