One of the largest and most important parts of growing up is learning how to get along with others and doing so within the context of a community. Additionally, middle school is a time period when students are developmentally changing at a rapid pace; thinking deeply about who they are and who they want to be in the world. It’s typical for kids of this age to try on different ways of being. To that end, LREI believes in having consequences for students while at the same time providing ample space for kids to make new and better choices. Patience and understanding  are key components of how this can happen.

Our principles serve as guidelines for who we strive to be. All members of the Middle School community should look to them when they are considering their choices both socially and academically. Throughout the year if there are questions or as situations arise, students and parents should seek the assistance of teachers, advisors, school psychologists, and principals.

Teachers make every effort to make these principles a daily part of their classrooms and the school. This includes referring back to them and using them to redirect a student’s behavior when it is at odds with the principles.  Our goal is to give students ample opportunity and tools for regulating their own behavior – that is, knowing what to do, what to change, or what to ask for, so that their learning environment works for them. We believe that misbehavior is most commonly a sign that something is not working for a student, and not arbitrary or malicious action. In short, conflicts have context.

As an institution that wants to foster citizenship and participation in the service of democracy, conversation and dialogue are key tools in navigating conflicts. People hear others’ perspectives through dialogue and begin to value how any given scenario can hold many truths. We understand and believe this in the abstract, but when it comes to someone close to us, a child, a friend, a partner, being harmed, we sometimes forget the value and strength of conversations. When those we love are injured, we often demand a reciprocal sort of justice where harm is done again. 

When harm is done, it’s essential to recognize the damage and hear from those who have been hurt. It’s also important to hear why someone chose to do something. Often the emotional impact of complex conversations that ask students to examine their choices is far more lasting than any traditional consequence. Additionally, there’s often a perk to relying on dialogue as our primary method of navigating harm: it gives middle schoolers a chance to make amends, make new choices, and form new relationships. In these conversations, we use these questions:

  • ​​What happened? 
  • What were you thinking (or feeling) of at the time? 
  • What have you thought about (or felt) since? 
  • Who has been affected by what you have done? In what way? 
  • What do you think you need to do to make things right? 

However, at times, a student might continue to struggle with living the Middle School Principles. Each case is unique, but examples of what we practice in addition to conversation and clear communication include:

  • Brief breaks from the classroom or a social space to support refocusing and resetting.
  • Reparations which include repairing something that was damaged or losing a privilege if it is being abused.
  • Implementing a Social Contract that outlines clear goals, strategies, and follow-up plans.
  • In-school or out-of-school suspension for repeated behaviors or unique behaviors that raise to a certain level, which could include:
    • Violation of LREI’s substance policies, and/or state drug, alcohol or tobacco laws;
    • Physical altercation with another student.  This applies to the student who starts the fight as well as the one who responds to a provocation (physical or verbal) with physical violence.
    • Other cases that the principal determines warrant suspension.

In rare circumstances, the School may question whether a student can remain a daily presence in the community.  If such a situation arises, the following process will be followed:

  • The principal of the division in which the situation occurs will speak with the student(s) and faculty member(s) involved and will contact the director.
  • The director will meet with the principal and others involved.
  • It is likely, if expulsion is a possible consequence, that the student(s) involved will be suspended while a final determination of consequences is being made.
  • In making such a determination, the director will speak with some or all of the following:
    • The student(s) and parent(s) involved;
    • The principal, faculty/staff involved;
    • The specific division’s leadership team;
    • The school’s psychologist(s);
    • The School’s senior administrative leadership team;
    • The Chair of the Board of Trustees and/or the Executive Committee of the Board of Trustees;
    • Additional outside consultants/resources whose involvement the director feels will be constructive.

Incidents involving drugs or alcohol are guided by LREI’s Drug and Alcohol Policy, see Appendix B.