Japanese Government Policies in Education, Culture, Sports, Science and Technology 2001 [EDUCATIONAL REFORM Q&A Q7]

QUESTION

How was the system for school suspension revised? What does the new content look like and what has been the impact of the revision on school education?

Answer

In order to deal with problem behavior by students appropriately, the School Education Law was revised in June 2001, and the system for school suspension was improved. More specifically: {1} conditions for suspension were made clearer; {2} a specific procedure for suspension was provided; and {3} measures are to be taken to support students undergoing suspension. Under the revised School Education Law, the system for school suspension will be managed in a more appropriate manner, with a view to creating a school environment where students are able to concentrate on learning.

Municipal boards of education can issue an order suspending a student from attending a municipal elementary or lower secondary school to his or her parents, when "a board recognizes that the problem behavior of the student is interfering with other students' learning."

This system is not intended to punish students suspended from school. Rather, it aims to maintain school order and guarantee the rights of students to receive compulsory education.

The number of cases of problem behavior by students involving violent acts reached a record high recently. The December 2000 report of the National Commission on Educational Reform proposed that school authorities "be clear in the treatment of children who cause trouble at school."

In the past, there was no legal framework that defined the specific conditions or procedures for suspension. Another issue was how to improve the guidance given to students being suspended from school.

In order to manage the system for school suspension in a more appropriate manner, the School Education Law was revised by:

{1} listing specific acts subject to suspension, such as violence against other students and teachers, and to make conditions for suspension clearer by stipulating that suspension is imposed when a student commits such acts repeatedly;

{2} providing a specific procedure for suspension, which includes hearing from parents of a suspended student as well as delivering a document listing reasons and the period of suspension; and
{3} requiring municipal boards of education to take measures for students under suspension, such as supporting their learning at home.

The system for school suspension has to be managed carefully and appropriately because it could infringe upon students' right to education.

As stated more clearly by the new School Education Law, suspension is now imposed appropriately when a student commits prescribed problem behavior acts repeatedly. Other students' right to receive an education is assured by preventing bullying, violence or class obstruction by that student. At the same time, the revised School Education Law prevents suspension for arbitrary reasons.

Due process is guaranteed by requiring a hearing with parents in advance and delivering a document for a suspension order.

For students suspended from school, teachers make home visits to give necessary instruction and educational counseling in coordination with personnel from relevant organizations. In some cases, a "support team," which consists of expert staff from relevant organizations, extends support while taking individual situations into account.

In this way, the revision of the School Education Law sets an appropriate framework for a school to deal with problem behavior by students while giving consideration to the specific situation of each case.

Needless to say, it is necessary in the first place to improve day-to-day student guidance when a school addresses the issue of problem behavior. A school should not be too dependent on the system for school suspension in solving problems. Rather, it is important for all the teaching staff to lend an ear to students' voices, to understand their minds and help them feel a sense of self-fulfillment.


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