In a move that could reshape how student behavior is handled nationwide, President Donald Trump signed an executive order last week aimed at altering federal school discipline guidelines.

According to the Washington Examiner, the directive instructs the U.S. Department of Education to reevaluate and potentially roll back rules that critics say have contributed to classroom chaos by limiting teachers' ability to manage student disruptions.

For over ten years, federal discipline policies have increasingly focused on equity and inclusion goals, encouraging schools to address disparities in discipline outcomes among students of different racial and ethnic backgrounds.

These policies, shaped by "disparate impact" theories and diversity efforts, discouraged schools from using traditional disciplinary methods if they led to uneven outcomes across student groups.

Critics of these reforms argue that such measures have constrained educators and lowered behavioral standards, contributing to disorderly learning environments.

Teachers say classroom behavior is worsening

Many teachers have voiced growing concern about the state of school discipline, a worry amplified by recent survey data.

A 2023 survey conducted by Education Week found that 70% of educators reported that student behavior had deteriorated compared to prior years.

Another study conducted by the Fordham Institute revealed that over three-fourths of teachers felt that a small number of disruptive students were having a broad negative impact on classroom learning for their peers.

Equitable discipline practices under scrutiny

In recent years, many school districts have implemented alternative approaches such as restorative justice frameworks and other equity-based models focused on identity outcomes rather than individual student behavior.

These frameworks often seek to reduce suspensions and expulsions by addressing the social and emotional needs of students, while also considering systemic inequalities that may influence behavior.

However, critics of these models argue that this philosophy can lead to leniency that undermines authority in the classroom and hampers the learning process for all students.

Executive order aims to restore control

The new executive order aims to re-center authority with teachers and classroom leaders by rolling back regulations that critics say have prevented the timely discipline of students who act out.

Supporters of the directive have described the decision as a necessary corrective measure for what they see as a failed ideological experiment in school governance.

“It’s a long-overdue move,” said one supporter, who emphasized that teachers across the country have raised alarms about increasingly unmanageable behavior in classrooms.

Supporters call for more accountability

Advocates of the executive action argue that it will help restore a sense of order, respect, and personal responsibility among students, core values they believe have eroded under current discipline standards.

“Teachers across America are sounding the alarm: student behavior is out of control, and the systems meant to support them are doing the opposite,” said a critic of the current policy landscape.

Another commentator noted, “The Left’s social engineering in public education has reached its most destructive point: the death of discipline,” expressing frustration over what they see as misplaced priorities in education reform.

Debate will likely continue in districts

While the order itself doesn’t dictate specific new policies, it tasks the Education Department with launching a comprehensive review, which may result in new guidance or the withdrawal of previous mandates.

This process is expected to involve input from educators and policy experts, and will likely spark renewed debates at the local and national levels about how best to balance fairness with classroom control.

“These aren’t harmless feel-good reforms,” said another critic of equity-based discipline models, warning that well-intended policy shifts could create unintended consequences that harm students and teachers alike.