Understanding School Discipline

School discipline can be confusing, especially when situations move quickly. This guide gives parents clear, simple information about how discipline works in NYC public schools – including prohibited items, progressive discipline, infraction levels, and steps your child can take if they face a disciplinary incident. Each section is designed to help you understand your rights, the school’s responsibilities, and how each best support your child. You’ll also find links to the official DOE Discipline Code for more details.

Section 1: Prohibited Items – Weapons

(What parents need to know about the two weapon categories)

NYC schools strictly prohibit certain items that are considered weapons. These are divided into Category I (the most dangerous) and Category II (serious but sometimes dependent on context). If a child is found with any of these items – whether they meant harm or not – the school can impose serious consequences.

Category I – Weapons

• Firearms
• Stun guns
• Air guns
• BB guns
• Knives (including box cutters and utility knives)
• Martial arts weapons
• Clubs
• Metal knuckles
• Explosives (firecrackers and bombs)

Category II – Weapons

• Dangerous chemicals (pepper spray or mace)
• Imitation guns
• Ammunition
• Sharp objects (metal nail files longer than 4 inches, scissors, broken glass, wire, or chains if they can be used as a weapon)

Principles must consider whether an imitation gun realistically looks like a real gun.

Disciplinary Code K-5 and 6-12

Important for K-5 parents: Even young children can face suspensions for bringing these items to school, and principal must evaluate context before deciding consequences.

Important for 6-12 parents: Suspension consequences escalate at this level, including the possibility of superintendent’s suspensions and, for firearms, a mandatory one-year suspension under federal law.

Section 2: Progressive Infraction Levels

NYC public schools classify student behavior into five levels, ranging from mild misbehavior to very serious dangerous conduct. Schools are expected to use the lowest level of intervention that fits the situation.

• Level 1 – Uncooperative/Noncompliant
  • Examples: lateness, refusing to follow directions
  • Possible responses: teacher conferences, guidance support, corrective instruction, reflection activities
• Level 2 – Disorderly
  • Examples: inappropriate language, classroom interruptions
  • Possible responses: parent outreach, mediation, SEL supports, loss of privilege, short in-school interventions
• Level 3 – Disruptive
  • Examples: fighting without injury, bullying, vandalism
  • Possible responses: in-school disciplinary responses (e.g., dean’s office, in-school suspension rooms), restorative practices, behavior intervention plans, removal from class for up to 4 days
• Level 4 – Aggressive/Harmful
  • Examples: assaults, causing injury, serious threats, harassment
  • Possible responses: principal suspensions, mandated intervention services, restorative accountability conferences, behavior assessments
• Level 5 – Seriously Dangerous/Violent
  • Examples: weapon possession, serious physical injury, arson
  • Possible responses: superintendent suspensions, safety and threat assessments, long-term removal from school environment, for firearms – mandatory 1-year suspension with possible exceptions on a case-by-case basis

At the elementary level, suspensions should be used only when absolutely necessary, especially for Levels 4 and 5. Schools must document attempts to use de-escalation, guidance interventions, and behavior supports before moving to harsher discipline.

Section 3: Progressive Discipline

(How schools should respond to student behavior before suspensions)

Progressive discipline is the NYC DOE’s approach to helping students learn from their mistakes – not simply punishing them. Schools must make every effort to teach positive behavior and address the root causes of a student’s actions before using harsher consequences like removal or suspension.

Grades K-5: For younger students, teachers and administrators are required to use strategies that support learning and emotional development.

• Reteaching classroom expectations
• Conflict resolution or mediation
• Restorative practices (such as repairing harm or guided conversations)
• Counseling or check-ins with support staff
• Behavior contracts or positive reinforcement plans
• Parent-teacher conferences

Schools must also consider factors such as age, developmental level, disability status, trauma, or self-defense before assigning discipline.

For Parents

It is important to document how the school has tried to use progressive discipline. This includes:

• Notes from teacher or guidance counselor conversations
• Copies of behavior plans
• Records of interventions attempted
• Emails summarizing meetings or school responses
• Any incident reports or communication from the school

Documenting these steps helps ensure that the school is following the DOE’s guidelines and can be crucial if you ever need to challenge a suspension.

Grades 6-12: For middle and high school students, progressive discipline is still required. Schools must make “every reasonable effort” to address behavior with supportive responses before turning to exclusionary discipline. These interventions may include:

• Restorative circles
• Peer mediation
• Meetings with deans or guidance counselors
• Social-emotional skill building
• Behavior plans or intervention services

Schools must escalate consequences only when behavior continues or becomes more serious.

For Parents

Keep a personal record of:

• What supports the school says it has tried
• Dates of meetings with school staff
• Copies of written behavior plans or contracts
• Communication with counselors or deans

This documentation helps you hold the school accountable and supports your child’s rights during any disciplinary proceedings.

Section 4: What to Tell Your Child During a Disciplinary Incident

(Simple steps children can remember if something happens at school)

When students are involved in a disciplinary incident, things can feel confusing or scary – especially if adults are speaking quickly or using unfamiliar terms. Here are simple, practical steps parents can teach their children so they know how to protect themselves and stay safe:

• Ask to speak to a trusted adult
• Do NOT sign anything without a parent
• They can share what happened – but they should not feel pressured
• Never run, hide, or leave the building
• Ask to call you immediately
• Tell them it’s okay to feel nervous