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Educators say children's behavior reached crisis levels after the pandemic shutdowns.
教育工作者表示，在疫情停课结束后，孩子的行为达到了危机水平。
Now, many schools are facing pressure from critics to rethink the ways they discipline students.
目前，许多学校都面临着来自批评人士的压力，要求他们重新考虑管教学生的方式。
In recent years, some schools have adopted policies intended to reduce suspensions and expulsions.
近年来，一些学校采取了旨在减少停学和开除的政策。
Some experts say suspensions and expulsions hurt students' ability to learn and largely affect minority students.
一些专家表示，停学和开除会损害学生的学习能力，并在很大程度上影响少数族裔学生。
But more students have been misbehaving.
但越来越多的学生行为不端。
Some school systems have faced questions from teachers, parents and lawmakers about whether a softer approach can effectively deal with problems that disrupt classrooms.
一些学校系统面临教师、家长和立法者的质疑，他们质疑更温和的方法是否能有效地解决扰乱教室秩序的问题。
The latest example came recently in Newport News, Virginia, when a 6-year-old shot his teacher.
最近的一个例子发生在弗吉尼亚州的纽波特纽斯，一名6岁的学生向他的老师开枪。
Teachers there complained at a school board meeting that the school system had become too easy on students.
那里的教师在一次学校董事会会议上抱怨称，学校制度对学生太宽松了。
Students who physically attacked school workers were often permitted to stay in the classroom, they said.
他们表示，殴打学校工作人员的学生通常被允许留在教室里。
The local school board said it would take "the necessary steps to restore public confidence" in the school system.
当地学校董事会表示，其将采取“必要措施恢复公众对学校系统的信心”。
Misbehavior has been on the rise since students returned to classrooms following COVID-19 lockdowns.
自从疫情停课结束后学生们返回课堂以来，不端行为一直在增加。
The National Center for Education Statistics questioned school leaders on the issue last summer.
去年夏天，全国教育统计中心就这一问题询问了学校领导。
It found that 56 percent of school leaders said the pandemic led to increased classroom disruptions from student misbehavior.
它发现，56%的学校领导表示，疫情导致由学生行为不端而引发的课堂中断现象增加。
And 48 percent said it led to more acts of disrespect toward teachers and staff.
48%的学校领导表示，这导致了更多学生对教师和工作人员做出不尊重的行为。
Rachel Perera studies education at the Brookings Institution in Washington, D.C.
雷切尔·佩雷拉在华盛顿布鲁金斯学会研究教育。
She said new criticism of approaches to discipline could slow changes in policy.
她说，对管教方法的新批评可能会减缓政策的变化。
"There's a lot of pressure on schools right now," she said.
她说：“现在学校的压力很大”。
"I worry that that will translate to schools falling back on old practices that are not effective in terms of supporting students in the way they need."
“我担心这将会导致学校退回到过去的做法，而这些做法无法有效地为学生提供所需的支持。”
Policy changes are already happening.
政策变化已经在发生。
In Gwinnett County, Georgia, the school board approved the use of a "restorative practices" program in August.
在佐治亚州的格威内特县，学校董事会在8月份批准了一项“恢复性实践”计划的使用。
The program was meant to center on conflict resolution, repairing harm and rebuilding relationships in the classroom.
该计划旨在解决冲突，修复伤害，重建课堂上的关系。
But the district paused the program in December, with plans to restart it in the 2023-2024 school year.
但该学区在去年12月暂停了该计划，计划在2023-2024学年重启该计划。
It did so after concerns were raised over incidents in school, including a video of a student attacking a teacher at a high school.
此前，学校发生的事件引发了人们的担忧，其中包括一段学生在一所高中袭击老师的视频。
As of 2020, 21 states and the District of Columbia had passed legislation supporting the use of restorative practices in schools.
截至2020年，已有21个州和哥伦比亚特区通过了支持在学校使用恢复性实践的立法。
That information comes from the Georgetown Law Center on Poverty and Inequality.
这些信息来自乔治敦贫困和不平等法律中心。
Carrying out the practice correctly takes time, resources, and community support, said Rebecca Epstein.
丽贝卡·爱泼斯坦说，正确地实施这种做法需要时间、资源和社区支持。
She is the center's executive director.
她是该中心的执行董事。
"Change is hard," Epstein said. "It can't be up to individual teachers alone to shift the culture... It really takes a whole school cultural shift."
“改变是很难的，”爱泼斯坦说。“要改变这种文化不能只靠个别教师……这真的需要整个学校的文化转变。”
Using restorative justice does not mean a school cannot remove a disruptive student from the classroom, said Thalia González.
Thalia González说，使用恢复性制度并不意味着学校不能将捣乱的学生赶出教室。
She is a professor at the University of California College of the Law, San Francisco.
她是加利福尼亚大学旧金山分校法学院的教授。
But unlike other forms of discipline, restorative practices aim to understand the causes of a student's behavior.
但与其他形式的纪律不同，恢复性实践旨在了解学生行为的原因。
The approach is less centered on punishment.
这种方法不太以惩罚为中心。
Traditional discipline has widened inequities.
传统的纪律扩大了不平等。
Black children are often suspended or expelled at rates far higher than white children.
黑人儿童经常被停学或开除，其比率远远高于白人儿童。
Research has found that these differences in discipline can have lifelong effects for children, including worsened educational results and higher rates of imprisonment.
研究发现，这些纪律上的差异可能会对儿童产生终生影响，包括教育结果恶化和入狱率上升。
The Virginia city of Newport News has its own history with restorative justice.
弗吉尼亚州的纽波特纽斯市有自己的恢复性制度历史。
At a school board meeting in 2017, district officials discussed efforts to reduce school suspensions while using restorative practices.
在2017年的一次学校董事会会议上，学区官员讨论了在使用恢复性实践的同时尽力减少学校停课的学生数量。
At the same time, Tracy Pope was the school system's restorative practices specialist.
与此同时，特蕾西·波普是学校系统的恢复性实践专家。
She said at the meeting that such practices did not do away with anything already in place.
她在会上表示，这种做法并不会消除任何已经存在的东西。
She described the practices as "another way to look at how we do discipline."
她将这些做法描述为“另一种看待我们如何管教学生的方式”。
Even before the shooting of a first-grade teacher, many educators were unhappy with the way the school system dealt with student discipline.
甚至在一年级教师被枪击之前，许多教育工作者就对学校系统处理学生纪律的方式感到不满。
In a spring 2022 opinion study of teachers and other employees, only 60 percent said school leaders were addressing poor behavior among students.
在2022年春季对教师和其他员工进行的一项民意调查中，只有60%的人表示，学校领导正在解决学生的不良行为。
I'm Dan Novak.
丹·诺瓦克为您播报。
译文为可可英语翻译，未经授权请勿转载！
