If you wanted to watch a full discussion of microaggression and policies on when students can be taken away from athletics and other extra-curricular activities, then the Hamilton Southeastern (HSE) School Board meeting Wednesday night was for you. The board had a lengthy discussion and seven members of the public chose to speak on the student handbook language.
In the end, the board voted 4-3, approving the handbook with the microaggression language and the process for handling students accused of wrongdoing outside the school realm in being prevented from participating in athletic programs and other extra-curriculars.
The board “no” votes came from Brad Boyer, Sarah Donsbach and Suzanne Thomas. It was clear during the board discussion that Boyer had an issue with the microaggression language and how that would be defined. Thomas had the same issue with microaggression but also voiced concerns about students charged with felonies and misdemeanors, but not convicted, and how the process would work on deciding eligibility for athletics and other extra-curricular activities.
LarryInFishers asked Sarah Donsbach why she voted “no” on the student handbook and she replied there is a long list of concerns about the language in the documents, but did mention one of those concerns on the list being how the athletic eligibility process was worded.
Below is the handbook language on microaggression:
Microaggressions can be defined as everyday, subtle, intentional
or unintentional interactions or behaviors that communicate some
sort of bias toward historically marginalized groups. While
Hamilton Southeastern High School understands those
individuals communicating a microaggression might not intend
to express bias, the school recognizes the responsibility to educate
students on the reality of bias perceptions. Issues regarding
microaggressions may be addressed through restorative
conversations led by school administration, teachers, and/or
guidance counselors rather than punitive measures. Habitual
occurrences could lead to consequences applicable to
inappropriate conduct as defined in Section 28.
(Section 28 refers to a part of the discipline handbook)
Of the seven members of the public commenting on the student handbook, four were against the microaggression student policy language, two were in favor of it and one person was critical of the Athletic Council system of deciding on eligibility for playing school sports.
Here is the new student handbook language on handling athletic eligibility for students with felony or misdemeanor charges:
When a student is charged with a felony or misdemeanor, or when a student receives
an out of school suspension, there will be a three-step process for determining
athletic penalties.
Step 1: The AD will conduct a preliminary meeting with the student
(parents/guardians may attend, as well), where the student will have a chance to
offer their input on the situation in question. In this meeting, the athletic director will
explain the process for determining discipline.
Step 2: Within 7 days of that initial meeting, the athletic director will convene a
disciplinary committee to determine an appropriate athletic penalty for the student.
The committee shall consist of the following members: (1) the Principal; (2) an
Athletic Director; (3) a School Counselor, who is not the student’s primary counselor;
(4) a building-level equity coach; (5) a head coach from a program not directly
affiliated with the athlete.
* Cases will be evaluated by the committee on an individual basis; the committee will consider what makes each case unique and how it relates to or differs from similar historical offenses.
Potential suspension from the team may range anywhere from 5-100 percent of the season.
Step 3: Within 48 hours of the disciplinary committee’s meeting, the athletic director
will send written notice (hard copy or email) of the student’s athletic penalty to the
student, their parent/guardian, and the athletic program’s head coach.
Administrators agreed to change the percent of suspension to 0%-100% and clarified that the same essential procedure would be used for similar situations for other extra-curricular activities.
Administrators said the Step 2 process would include advocates for the student, including a counselor (not the student’s regular guidance counselor), equity coach and coach from another sport
On microaggression, Boyer and Thomas argued that they generally agree with the goal of the language aimed at treating students properly and respectfully, but object to what they describe as “subjective” interpretations of the word microaggression.
Board President Julie Chambers said students were involved in the language contained in the student handbook about microaggression and those students want the language included in the document.
You can read the new student handbooks at the following links: