Positive Discipline in High School

High school settings require flexibility in structure:

• Use advisory periods or lengthened classes for class meetings.
• If your school doesn’t have an all-school model, consider weekly class meetings with one or two classes at a time.
• Start small until you gain fluency; students will still learn collaboration and problem-solving.

High school students in the U.S. often expect a more democratic classroom culture:

• Traditional hierarchical methods may not resonate; students expect a voice and collaborative learning.
• Adlerian theory emphasizes belonging and significance; misbehavior often signals unmet needs for respect and value.
• Shifting from “laddership” (authority) to leadership (collaboration and mutual respect) is key.

• Mutual Respect and Win-Win activities translate well to adolescent classrooms.
• The “Buy-In” activity can be adapted for teens; students engage with content they find meaningful.
• Study the “mistaken goal chart” to understand student behavior as a signal for needs like belonging and importance.
• Start with small steps; build trust and show students that you see their potential.
• Consider workshops like “Positive Discipline in the Classroom” for hands-on strategies and teacher support.
• For challenging students, “Reclaiming Youth at Risk” by Brendtro et al. aligns with PD philosophy and offers culturally relevant approaches.