Stanley Student Handbook

The Stanley Student Handbook will be available online shortly.

Revisions to The  2009-10 Stanley Student Handbook:

The following items are new revisions to the Stanley Middle School Handbook.  After collecting information from parents, students and teachers, these changes are designed to maintain a fair and clearly communicated system that will keep all students safe and promote a learning environment for all.  Please keep them in mind as you go over the handbook together at the beginning of the year.

*Appearance policy- Consequences for continued violations of the appearance policy will include lunch or afterschool detention, and possible loss of dance and parent meetings.  Students who violate the appearance policy may be required to have appropriate clothes before being allowed to return to class.

Dress Code - Why is this important?  Why do we care? (The following was derived from research of the American Psychological Association and edited by Bruce Burns, Principal of Joaquin Moraga School, used with permission.)

The short answer is that it’s about self-respect and distraction.  Appropriate dress is something we all consider in our careers.  School is the student’s career.  Inappropriate dress is a distraction not only for the wearer, but for others as well.  The constant adjustments needed for sitting comfortably (and modestly) during class are distracting for the wearer, other students, and the teacher.

The longer answer is based on psychological research.  Middle school is a pivotal time in cognitive development and identity formation.  Just at the time when adolescents begin to construct their identity, they are more likely to suffer losses in self-esteem.  Tight-fitting “belly shirts,” miniskirts, short shorts, plunging necklines and sagging pants require regular body monitoring and a kind of chronic vigilance about whether everything is in place.  This kind of clothing tends to sexualize and objectify the student.

Sexualization and objectification undermine confidence in and comfort with one’s own body, leading to a host of negative emotional consequences.  Appearance anxiety is another emotional consequence of self-objectification – not knowing exactly when or how one’s body will be looked at and evaluated creates anxiety about exposure.  Self-objectification is associated with depression and lower self-esteem. Research has documented losses in self-esteem for girls in adolescence.

Additionally, boys seem to be negatively affected by girls’ appearance.  When girls dress overtly sexually, they may be seen as sexual beings rather than as complicated people with many interests, talents and identities.  Boys may have difficulty relating to them on any level other than the sexual.  This could dramatically limit the opportunities boys have to interact intellectually with girls, to compete with and against them in sports or games, or to enjoy their company as friends.  Studies show that objectification of girls also jeopardizes boys’ ability to form, maintain, and be satisfied with intimate relationships.

Adolescence is a challenging time.  Let’s give our students the opportunity to focus on education, social relationships and positive cognitive development without unnecessary distraction.

To access the “Report of the American Psychological Association Task Force on the Sexualization of Girls” research document directly, please go to www.apa.org/pi/wpo/sexualization.html.

*Cell Phones / Electronic Devices- Inappropriate use of cell phones or other electronic devices such as ipods or video games will result in after school detention.  Students will also have phones/electronic items confiscated for the remainder of the day.  Repeated violation of this policy may result in one or more of the following:   item confiscated for a week, parent meeting, or student phone privileges being severely restricted on campus.

*Cyber Bullying- State Education Codes for suspension have been updated to include cyber-bullying of any other students or school personnel.

* Energy Drink Policy- The ability to concentrate and focus on instruction is an obvious need for the middle school student.  As new research is being done on the effects of “Energy” and “Monster” drinks it is becoming clear that they are not helpful to students wanting to do their best and have been associated with students who engage in certain “high risk” behaviors, including substance abuse.

These beverages contain large amounts of caffeine and sugar, as well as a number of dietary supplements, the long term effects of which are not fully understood.  Students often consume 16 or more ounces in short amounts of time, causing a stimulant “buzz” and subsequent crash.  They often bring multiple cans to school and share with their friends, without the knowledge of those students’ parents.  Recently marketed versions of these beverages include alcohol and are virtually indistinguishable from their non-alcoholic versions – making identification difficult for consumers and school officials.  Additionally, many of these beverages come with warnings that they are not for consumption by children of middle school age.

With these issues in mind, we believe that it is in the interests of student health and learning that we prohibit the consumption of these types of beverages at school.  If discovered, these beverages will be confiscated from students and returned after school.  Open containers will be confiscated and emptied.  Students who refuse to adhere to this restriction will be treated in accordance with our progressive discipline policy.

Links to articles:

http://www.nytimes.com/2008/05/27/health/27iht-27well.13247828.html

http://seattletimes.nwsource.com/html/health/2004322357_zhea02energy.html

If there are any further questions or concerns regarding these revisions or any parts of the handbook, please feel free to contact Mr. Schrag, Mr. Funk or Mrs. McShane in the main office at 927-3530.