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Are dress codes fair? How one middle school transformed its rules for what students wear

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In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while adolescents revel in novelty , their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” 

The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”

To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.

Identify the gaps

The catalyst for changing the dress code at Alice Deal came in the form of a dress code report written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use exclusionary discipline practices that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. 

She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office report , 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. 

Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the National Center for Education Statistics . Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.

The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.

Collaboration and communication

At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from student-centered practices from Evanston Township High School in Illinois , a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. 

Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:

• “What changes would you make to the dress code?”
• “What do you think about school uniforms?”
• “What should the consequences be for violating a dress code?”

Students could stick post-it notes to the board with their answers or place anonymous ideas in  a shoebox with a slot in it.. 

Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.

Empowering students and redefining dress code policies

Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.

The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. 

Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained  that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”

With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”

Long-term benefits and impact

The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is associated with overall well-being . 

Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”

The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”

Episode Transcript

This is a computer-generated transcript. While our team has reviewed it, there may be errors.

Nimah Gobir: Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.

Nimah Gobir: Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.

Nimah Gobir: They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?  

Nimah Gobir: In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.

Zya Kinney: I wore my red skirt with a spaghetti strap kind of tank top  – And I had no leggings on. I was feeling myself! 

Nimah Gobir: Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.  

Zya Kinney: I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.

Nimah Gobir: One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. 

Nimah Gobir: That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.

Leora Tanenbaum: The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. 

Nimah Gobir: That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. 

Leora Tanenbaum: Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.

Nimah Gobir: If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.

Leora Tanenbaum: It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.

Nimah Gobir: Zya was in class when she got dress coded. 

Zya Kinney: My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’  You know, I think I’m not even thinking it has something to do with my outfit.  She said ” Your skirt is too short.” 

Nimah Gobir: When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!

Zya Kinney: and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? 

Nimah Gobir: To her, it was so much more than having to change clothes. She was trying to fit in and be  confident and her school basically told her that she was doing it wrong.

Zya Kinney: I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]

Nimah Gobir: Zya, who’s Black, also noticed something else about the dress codes…   

Zya Kinney: It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.  

Nimah Gobir: And Zya was on to something. Here’s researcher and writer Nia Evans.  

Nia Evans: I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.

Nimah Gobir: School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.

Nia Evans: What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.

Nimah Gobir: At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies.  back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.

Nia Evans: We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. 

Nimah Gobir: Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.

Nia Evans: Dress codes often are steeped in race and gender stereotypes.   They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. 

Nia Evans: At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. 

Nimah Gobir: Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. 

Nimah Gobir: When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily.  Here’s Nia again.

Nia Evans: From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. 

Nimah Gobir:   The students that Nia worked with offered a few solutions.

Nia Evans: A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it?  

Nia Evans: So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened.  

Nimah Gobir: News of this report reached the principal at  Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.

Nimah Gobir: When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. 

Nimah Gobir: And that’s significant because dress codes used to be a situation…

Diedre Neal: Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”

Nimah Gobir: After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.

Diedre Neal: Over time, like enforcing it. I would say there was cognitive dissonance.  People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. 

Nimah Gobir:   She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered  with a parent named Debb Zerwitz.

Debb Zerwitz: We announced that we were going to be creating a task force to review and update the dress code.

Nimah Gobir: They created a little set up outside the school cafeteria .

Debb Zerwitz: We put up big poster boards with questions like.

Debb Zerwitz: What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?

Nimah Gobir: They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.

[News clip Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman.  Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something.  Dispatcher: Did you see what he was wearing?  Zimmerman: Yeah. A dark hoodie. Like a gray hoodie.  Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]

Nimah Gobir: One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . 

Debb Zerwitz: She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.

Nimah Gobir: Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable.  In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”

Nimah Gobir: Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.

Nia Evans: You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. 

Nia Evans: I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.

Nia Evans: Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. 

Nimah Gobir: Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. 

Nimah Gobir: When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.

Principal Neal: It was just on parade and then they ran out of the completely outrageous things and it leveled off.

Nimah Gobir: A student even mentioned  in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. 

Nimah Gobir: To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” 

Student 1: I like to put on something that’ll make me comfortable and also make me feel good. 

Student 2: Jewelry is a really big part of like, what I wear. 

Student 3:  I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.

Student 2: I have a lot of bracelets on most of the time.

Student 1: Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.

Student 4: I mostly wear crocs.

Nimah Gobir: Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.

Student: I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. 

Nimah Gobir: But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.

Nimah Gobir: It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.

Diedre Neal: We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. 

Nimah Gobir: Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. 

Nimah Gobir: Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. 

Nimah Gobir: Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School

Nimah Gobir: The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.

Nimah Gobir: MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.

Nimah Gobir: MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!

School Dress Codes Aren’t Fair to Everyone, Federal Study Finds

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A North Carolina principal suspended a high school girl for 10 days and banned her from attending graduation and any senior activities because she wore a slightly off-shoulder top to school. An assistant principal in Texas drew on a Black boy’s head in permanent marker to cover up a shaved design in his hair. And a transgender girl in Texas was told not to return to school until she followed the school’s dress code guidelines for boys .

These are only three examples across the country over the past few years demonstrating how school dress codes disproportionately target girls, Black students, and LGBTQ students.

A new report from the U.S. Government Accountability Office found that not only are school dress codes not equitable, but districts that enforce them strictly also predominantly enroll students of color. The findings come as schools increasingly clash with parents, students, and civil rights advocates over disciplinary procedures used to regulate what students can—and cannot—wear to school.

The report also calls on the U.S. Department of Education to develop resources and guidance to help schools create fairer policies and more equitable ways of enforcing them—particularly when it comes to disciplinary actions that cause students to miss out on learning time.

GAO researchers analyzed dress codes from 236 public school districts (there are more than 13,000 districts) and conducted interviews in three of them from August 2021 to October 2022.

Alyssa Pavlakis, a school administrator from Illinois who has studied school dress codes, said the findings were not a surprise. “It does not shock me that the reports are showing that these school dress codes are disproportionately affecting black and brown students,” she said, “because our schools were built on systems that were supposed to be predominantly for white people.”

Pavlakis’s research , published in 2018 with Rachel Roegman, concluded that school dress codes often sexualize girls, particularly Black girls, and effectively criminalize boys of color as their detentions and school suspensions mount.

What dress codes prohibit and who is impacted

Ninety-three percent of school districts have dress codes or policies on what students wear to school. School and district administrators said the policies promote safety and security for students. Prohibitions against hats or scarves, for instance, allow educators identify who is a student and who is not.

More than 90 percent of those dress codes, however, prohibit clothing typically associated with girls, commonly banning clothing items such as “halter or strapless tops,” “skirts or shorts shorter than mid-thigh,” and “yoga pants or any type of skin tight attire,” the report says.

Many of those policies, for example, prohibit clothing that exposes a student’s midriff. About a quarter of them specifically bar the exposure of “cleavage,” “breasts,” or “nipples,” which are aimed at female students.

Almost 69 percent prohibit items typically associated with boys, such as “muscle tees” and “sagging pants.”

“My girls definitely feel anger towards the school for not educating the boys and making [the girls] aware every day what they wear can be a distraction to the boys,” the report quotes an unnamed parent in one district as saying. Some parents told researchers the policies promote consistency with values their children learn at home.

Other policies fall heavily on students from racial or cultural groups that have traditionally been in the minority, according to the report. More than 80 percent of districts, for example, ban head coverings such as hats, hoodies, bandanas, and scarves, but only one-third of these dress codes specify that they allow religious exemptions, and a few include cultural or medical exemptions. Fifty-nine percent also contain rules about students’ hair, hairstyles, and hair coverings, which may disproportionately impact Black students, according to researchers and the district officials that GAO staff interviewed.

For example, 44 percent of districts with dress codes ban hair wraps, with some specifically naming durags, which are popular among African Americans for protecting curls or kinky hair, or other styles of hair wraps.

The report also cites dress codes with rules specific to natural, textured hair, which disproportionately affect Black students. For example, one district prohibited hair with “excessive curls” and another stated that “hair may be no deeper than two inches when measured from the scalp,” according to the report.

Pavlakis said while the report did not contain details about how dress codes affect transgender, gender-nonconforming, and nonbinary students, it’s an important aspect of their inequitable nature.

How districts enforce dress codes

About 60 percent of dress codes make staff members measure students’ bodies and clothing to check adherence to codes—which may involve adults touching students. An estimated 93 percent of dress codes also contain rules with subjective language that leave decisions about dress code compliance open to interpretation, the report says. The interpretations often target LGBTQ and Black students, according to experts quoted in the GAO report.

Schools that enroll predominantly students of color are more likely to enforce strict dress codes, and also more likely to remove students from class for violating them. This is particularly concerning because more than 81 percent of predominantly Black schools (where Black students make up more than 75 percent of the population) and nearly 63 of predominantly Hispanic schools enforce a strict dress code, compared to about 35 percent of predominantly white schools.

“When we take away that instructional time because they’re wearing leggings, we are doing our students a disservice,” Pavlakis said. “And at the end of the day, we’re doing our black and brown students a bigger disservice than anyone else.”

The report also found that schools with a larger number of economically disadvantaged students are more likely to enforce strict dress codes. Dress codes can be challenging for low-income families to adhere to, especially if they’re required to buy specific clothing items, such as uniforms, or can only allow their children to have hairstyles approved by schools, experts quoted in the report said.

Finally, schools that enforce strict dress codes are associated with statistically significant, higher rates of exclusionary discipline—that is, punishments that remove students from the classroom, such as in-school suspensions, out-of-school suspensions, and expulsions.

That means students of color and poor students—most specifically, Black girls—are most likely to face consequences for violating school dress codes, causing them to miss class time. The more class they miss, the more likely it is that they will fall behind in school.

While dress code violations do not often result directly in exclusionary discipline such as suspensions and expulsions, an estimated 44 percent of dress codes outlined “informal” removal policies, such as taking a student out of class without documenting it as a suspension.

Districts also commonly list some consequences for violations of their dress code policies, such as requiring students to change clothes, imposing detention, and calling parents or guardians.

“In order for students to get to the point where they can learn, they need to feel a sense of belonging. They need to feel cared for and loved,” Pavlakis said.

“If we spend part of our day telling students, ‘you don’t look the right way. You’re not dressed the right way, you could be unsafe because you have a hat or a hood on,’ kids aren’t going to feel loved supported a sense of belonging,”

A version of this article appeared in the November 23, 2022 edition of Education Week as School Dress Codes Aren’t Fair to Everyone, Federal Study Finds

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Why School Dress Codes Are Often Unfair

Students of color and girls are disproportionately punished for violating these policies.

Dress Codes and Equity in Schools

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While the reasons for instituting dress codes often revolve around equity and safety, research shows these policies affect students unequally.

School dress codes have been a topic of debate between students, parents and administrators for decades. While students have sought out avenues for free expression and individuality through their attire, many schools have instituted these policies in an effort to minimize classroom distractions, reduce emphasis on students' socioeconomic disparities and keep schools safe.

Nearly 20% of public schools in the 2019-2020 school year required students to wear a uniform and 44% enforced a "strict" dress code, according to the National Center for Education Statistics.

Often schools ban items like hooded sweatshirts, baggy coats or jackets and caps, saying these items make it easier for students to hide drugs or weapons, or harder for staff to identify students. Everyday attire like sweatpants, athletic shorts and leggings are also frequently prohibited.

And while the reasons for instituting dress codes often revolve around equity and safety, research shows these policies affect students unequally, with girls and students of color disproportionately facing consequences. In many cases, enforcement makes these students feel less safe, not more.

A new report from the Government Accountability Office found that schools that enforce strict dress codes enroll predominantly Black and Hispanic students. The report also found that dress codes "more frequently restrict items typically worn by girls" and that "rules about hair and head coverings can disproportionately impact Black students and those of certain religions and cultures."

“I think that the schools where we see the over-policing of dress and the enforcement of dress codes, it's not surprising that those are mostly students of color," says Courtney Mauldin, an assistant professor of educational leadership in the teaching and leadership department at the Syracuse University School of Education. “There's a lot of traditional, antiquated ideas around what it has to look like to do school. And I think people have good intentions, but they're very slow to change when it rubs up against what they've known.”

The result of these policies, the report found, is that this subset of students often faces more disciplinary action related to their attire, which in turn causes them to be removed from class more frequently and miss out on more instructional time. The report calls on the U.S. Department of Education to provide resources to school districts to help them make their dress code policies more equitable.

Data from the U.S. Department of Education's Office for Civil Rights has long shown that students of color are disproportionally disciplined , and not just for dress code issues.

In an email statement to U.S. News, the department said it will evaluate "effective ways to share information with school communities regarding ways to fulfill students’ civil rights on this important issue."

Who Do Dress Codes Target?

In 2020, two Black students in Houston were suspended when school administrators determined their hair, which they wore in dreadlocks, did not comply with the school's grooming policy, Houston Public Media reported . Policies on hairstyles are often included in school dress codes.

A group of high school track athletes in Albany, New York, were removed from practice in May for wearing sports bras and no shirts. The male athletes on their team were allowed to go shirtless, the Albany Times Union reports. The athletes were then suspended from school when they launched an online petition about gender bias in the school's dress code.

GAO estimated that 93% of school districts have some kind of dress code or policy, though not all of them are considered "strict." More than 90% of those rules prohibit clothing typically worn by female students: items such as “halter or strapless tops,” “skirts or shorts shorter than mid-thigh,” and “yoga pants or any type of skin tight attire,” the report says. Meanwhile, it found that only 69% of districts were as likely to prohibit male students for wearing similar clothing, like a "muscle shirt."

These policies tend to sexualize female students, says Faith Cardillo, a senior at Union High School in New Jersey.

"There can't be any skin showing," she says. "It's very one-sided and very sexist, to say the least, no matter what. The reasoning that they usually give is so that way you're not distracting anyone."

The GAO report also found that about 60 percent of dress codes require staff members to measure students’ bodies and clothing to make sure they comply, which can involve adults touching students, GAO reported. "Consequently, students, particularly girls, may feel less safe at school," the report states.

Financially, dress codes can also be a challenge for low-income families, especially if they're required to buy specific clothes to adhere to a uniform.

However, income disparities are also among the reasons some schools put dress codes in place. Uniform policies can help to disguise "the haves and have-nots," says David Verta, principal at Hammond Central High School in Indiana.

Other policies significantly affect students of minority racial or cultural groups, the report found. For example, more than 80% of districts ban head coverings such as hats, bandanas and scarves, while only about one-third say they allow religious exemptions and "a few" allow for cultural or medical exemptions.

“Are we actually targeting clothing, or is this specific to targeting a student's identity?" Mauldin says. "Because if we're targeting student's identities, then we're sending a message that you don't belong here and you're disrupting the space simply by being, and that's not the message that we want to send to students, especially if schools are supposed to be these places of learning and joy and belonging.”

What Student and Parents Can Do

Under federal law, dress codes cannot be explicitly discriminatory. While dress codes may specify acceptable types of attire, they cannot differ "based on students’ gender, race, religion or other protected characteristics," according to the American Civil Liberties Union, citing civil rights law and the U.S. Constitution's equal protection guarantee. For example, public schools cannot dictate that male students can't wear a skirt, or female students can't wear a suit and tie, if one is confirmed acceptable for the other.

The ACLU advocates for students to be allowed to wear clothing that's consistent with their gender identity and expression. Gender identity is protected under Title IX, which prohibits sex-based discrimination in schools. In June 2021, the Education Department's Office for Civil Rights confirmed that sex-based discrimination includes discrimination based on sexual orientation or gender identity.

Parents should closely examine the school's dress code policy and immediately voice any concerns they have with school or district administrators, says Lydia McNeiley, a college and career coach for the School City of Hammond in Indiana.

"Educators are human and we are learning and making changes, but we have to learn from families if there is something we are missing," she says. "We want students to feel comfortable and happy to be in school."

Student voice is key to effecting change and first-hand stories can help, McNeiley says.

One avenue for student advocacy is social media. "Platforms like TikTok and Instagram allow youth to raise awareness around issues in their schools and community," Mauldin says. "This often gets the attention of school and district leaders."

What Schools Can Do

If dress code issues arise in a classroom, educators should handle them discreetly so as not to embarrass a student, says McNeiley, who was previously a middle school counselor. She says doing this goes a long way in building positive relationships with students.

Often teachers are simply following their school’s policy so as to do their job. But Mauldin challenges educators to question the status quo and think critically about how their school’s dress codes could be problematic. She says administrators should regularly audit their discipline data and see if it reveals any trends of unconscious bias related to race and dress code.

Cardillo says schools and parents should also prioritize educating students at the elementary and middle school levels about boundaries and how to look at their peers respectfully without sexualizing them.

School administrators need to listen to their students and adapt to the changing environment around them, Mauldin says. She notes that formal dress is becoming less a part of work culture than it was years ago, with many jobs offering work from home options.

That was part of the discussion that led to a dress code overhaul in the School City of Hammond, a public school district with nearly 90% students of color. Prior to the pandemic, students were required to wear uniforms: khaki pants and either a white or blue collared shirt. Now, the dress code focuses less on restrictions. Students and staff are now "responsible for managing their own personal 'distractions' without regulating individual students' clothing/self-expression."

The new policy , implemented prior to the 2022-2023 academic year, allows students to wear clothing that is comfortable and expresses their self-identified gender. Students can wear religious attire "without fear of discipline or discrimination," it states.

"Some kids were not happy just because they had to figure out what to wear. It was so easy for them just to put on the khaki pants and a polo," says Verta, whose school is in the School City of Hammond district. "But overall, I think our kids are a lot happier now without it."

It's a policy that McNeiley says she's proud of and hopes other districts can use as a model.

“In general, in education, there has to be some kind of common sense," she says. "Because at the end of the day, you have to go back to the students ... (and do) what's best for them."

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Sunday night. The weekend is coming to a close. The imminent dread of Monday is on the horizon. Being the good student you are (or at least hope to be), you heed Alexander Graham Bell’s advice, and stuff your bag with all the things you may possibly need to have a demerit-free day at school. “Before anything else, preparation is the key to success.” 

Most students usually overlook what true preparation really means. Being prepared isn’t just about punctuality. Being prepared isn’t just about cramming every colored pen or highlighter into your pencil case. Being prepared isn’t just about meticulously completing every problem of your physics homework. Being prepared also involves looking presentable. 

Looking presentable has a noticeable effect, no matter what type of learner you may be. Proper attire most certainly is the first step. Even Einstein agrees, “One picture is worth a thousand words.” That’s around the number of words in this entire article, intricately embedded in just one visual representation. Some high schools like mine have uniforms: dress shirt, tie, school sweater, dress pants, belt and black dress shoes. But it doesn’t stop there, the “uniform” also encompasses being well-groomed: a smooth, clean-shaven face, neat traditional haircut and absolutely no garish piercings. Our school handbook notes, “Monsignor Farrell High School strives to promote in its students an attitude of self-pride about dress and grooming which will result in students appearing neat and clean at all times.” 

Sometimes the “looking presentable” list can feel endless and not the most ideal, especially in the morning when time is limited. Students might rush and put on whatever they can get hold of so they aren’t late for the bell. Forgetting key parts of the required uniform may result in getting caught by the most feared individual in any school. The Dean. 

Even if your school does not have a specific uniform, they generally have a dress code, a certain style of attire students are encouraged to follow. Dress codes are one of the most questioned yet enforced school rules with almost “93% of school districts” having “dress codes or policies on what students wear to school” according to the Government Accountability Office and Education Week article “School Dress Code Debates, Explained” by Eesha Pendharkar. 

Even my school recently sent students an email containing the line “A Monsignor Farrell man dresses for success.” All students are expected to adhere to the school’s dress code by reporting to class in a “complete” school uniform. The email also stressed that each student must be orderly in how the uniform is worn, “Dress shirts with button-down collars should be buttoned.” Although I wasn’t too upset, many students grumbled and questioned the school’s firm take on how students should come dressed. I, too, became a little curious. Is being unkempt really that detrimental? 

During a conversation my class and I had with our Spanish teacher regarding preparation and school policies, she described a local experiment called the “Broken Windows Theory,” performed by the New York Police Department in 1982. Upon doing further research, I was able to understand that the “Broken Windows Theory” (executed by the NYPD following long periods of uncertainty and high rates of local crime), was an attempt to find a better way to resolve or mitigate the problem. Once complete, the experiment proved the theory that combating “small problems” or visible disorders such as vandalism, litter and broken windows in abandoned buildings would combat and even “prevent more serious crime from occurring,” according to the Lloyd Sealy Library of John Jay College of Criminal Justice. 

Through my research, it became clear that small actions to improve a society or environment have been proven useful in combating larger conflicts. Small actions can mitigate or take away disorders that may lead to larger detrimental behaviors. The “Broken Windows Theory” had, in effect, been implemented into my high school’s academic setting through our handbook’s “presentability clause”. If students are not allowed to get away with small factors of concerns like poor appearance or preparedness, then students may be less skeptical to challenge more severe rules, knowing the presence of enforcement and consequences for the smaller ones. 

In addition to this, the enforcement of dress codes and uniforms may be largely done as an effort to prepare students for a future in the professional world. Although some challenge the approach, labeling presentability as unimportant especially beyond a high school setting. It is important to understand that most academic institutions today like mine, follow a college preparatory approach, aiming to train students with important skills to succeed as the progress in their academic career. Encouraging students to dress professionally may allow them to develop a form of preparation that can stem far into the future, including college. 

Although it may not be ideal to wear a tie every day, good presentability evokes emotion and helps set an image that stands out, regardless of the occasion. During our analysis of the novel, “The Great Gatsby”, we see how F. Scott Fitzgerald illustrates this idea by describing Gatsby’s striking appearance and clothing as he awaited Daisy’s arrival. Nick Carraway notes “Gatsby, in a white flannel suit, silver shirt and gold colored-tie hurried in”. Despite being quite poor when they first met, Gatsby prepares for Daisy’s arrival by dressing in flashy attire, hoping to create a new image that reflects his wealth and success. Through his actions, Mr. Gatsby exhibits the unparalleled amplitudes of presentability and appearance, captivating people through its unique elegance—and simple beauty—regardless of the atmosphere. 

Dress codes. Some like them. Some hate them. Some advise them. Some despise them. Regardless of how students may feel, proper presentability is a crucial part of preparing for school no matter your age, gender or location. Although at times it may feel far from ideal, a good presentation does not go unnoticed. Proper presentability allow schools to build safer environments, prepare students for the future, and encourage new beginnings. Dress codes inspire students to set a positive image that evokes emotion, showcasing the brilliant individuals they truly are, so like Gatsby they too can stand out and chase new academic beginnings. Good Luck, Old Sports! 

An 11th-grader at Monsignor Farrell High School on Staten Island, Perera hopes to pursue a career in cybersecurity and digital law enforcement.

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Presentation Parish School

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SCHOOL DRESS CODE

Presentation Parish School uniform dress code is designed to be a cooperative effort among parent(s) and/or guardians(s), students, teachers, and administration. As the primary educators of their children, all parents and/or guardians need to actively monitor and supervise their children’s dress for school. The student’s dress must comply with both the written regulation and the spirit of the dress code. The following regulations will apply for the coming school year.

**Please see Parent/Student Handbook for all uniform information

** Uniforms can be purchased through Dennis Uniform or Caterpillar Children's Boutique

GENERAL UNIFORM REGULATIONS

Modesty is the key criteria. The school sets the standard for modesty, based on the Catholic values that Presentation Parish School promotes.

Please label sweatshirts and jackets with the FAMILY NAME.

• Shoes : athletic/tennis shoe type: with non-marking soles.  Shoes must be securely fastened with Velcro or laces: no slip-on shoes. Shoes may be any color, however , patterns, prints, sequence, neon, wheelies, and light up shoes are NOT  permitted.
• Socks : must be white or black ONLY, a small logo is acceptable.  Socks must be clearly visible above the shoe.
• Belt : must be worn at all times with pants/shorts: solid black, brown or khaki. (No ornamentation)
• Undershirts : must be solid white and tucked into waistbands; no undergarments should be visible. No turtlenecks or long sleeve undershirts are to be worn on regular uniform dress days, except with the spirit t-shirt in colder months.
• Sweatshirts : must be Presentation Parish School uniform or spirit wear sweatshirt and may be purchased from Dennis Uniform, A Pineapple Life or school. Seventh and eighth grade students may wear their graduate sweatshirts, and sixth, seventh and eighth grade students may wear their Science Camp sweatshirts.   CYO sweatshirts may be worn on Fridays only.  Personal zip-up or hoodie sweatshirts may not be worn as a jacket or in place of uniform sweatshirt.
• V-Neck Sweaters : grades K-6 may wear green v-neck sweater for formal uniform days; grades 7 & 8 may wear red v-neck sweaters for formal uniform days.
• Hair : must be clean and natural in color. Hairstyles must be neat and clear of the face. Boys’ hair must be no longer than chin, must be at or above the eyebrows and must not be higher than 2 inches. Boys may not wear hair accessories, i.e. headbands.  Boys may not wear hair in ponytail or top-knot.  No hairpieces are allowed. Hair accessories must match the school uniform plaid colors only. Extreme hairstyles are not permitted. The term “extreme” will be determined by the administration. Face must be clean-shaven at all times.
• Hats : No hats are to be worn indoors.
• Jewelry, nails, and makeup : jewelry is limited to stud earrings (no more than 2 per ear) and watches; religious pendants are to be worn inside the shirt; earrings are unacceptable for boys; no nail polish or artificial nails will be allowed; no makeup is permitted.

GIRLS’ REGULATION UNIFORM

• Skirts and Jumpers : the hem of the plaid skirt or jumper must touch the calf when student is in a kneeling position; shorts must be worn under the skirt or jumper and may not show below the hemline. Skirts and jumpers can only be purchased through Dennis Uniform.
• Shorts and Pants : are not to be worn too tightly or too loosely; must be worn at the waist and belted.
• Shorts and Skorts : must touch the calf when student is in a kneeling position.
• Shirts : plain long or short sleeved polo shirt; white, black or hunter green (only seventh and eighth grade students may wear red); must be tucked into the waistband at all times; must be long enough to cover any midriff area when arms raised or when at rest; no puffed sleeves or Peter Pan collars; no layered shirts.
• Tights : these are not required, but if worn, must be white or black and be footed; no leggings can be worn.

BOYS’ REGULATION UNIFORM

• Shorts and Pants : are not to be worn too tightly or too loosely; must be belted at the waist at all times.
• Short s : must touch the calf when student is in a kneeling position.
• Belt: a belt must be worn at all times. Solid black, brown or khaki.
• Shirts : plain long or short sleeved polo shirt; white, black or hunter green ( only seventh and eighth grade students may wear red ); must be tucked into the waistband at all times; must be long enough to cover any midriff area when arms raised or when at rest; no layered shirts.

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How to Dress for a Class Presentation

With these tips, you’ll be sure to be ready for your next presentation.

This post may contain affiliate links, which means we may receive a commission if you purchase through our links. Please read our full disclosure here .

Class presentations can be nerve-racking, especially if there are a large number of people in your class. However, one of the things you can do to make sure you are prepared is finding the right outfit. Dressing up for a class presentation doesn’t necessarily have to be hard. Below, I’ve shared some tips on what to wear for class presentations plus a few sample outfits to get you started.

As a bonus, I’ve included winter coats in two of the looks, as it’s freezing outside right now and I know can be hard to find the right coat to go with a business-casual outfit!

Table of Contents

Class Presentation Outfit #1

Products: Dress Pants – Macy’s , Blouse – Nordstrom Rack , Flats – Amazon , Red Lipstick – MAC , Earrings – Old Navy , Necklace – Nasty Gal , Coat – H&M , Backpack – Sole Society

Class presentations are a great time to test out some business casual outfits. They aren’t exactly formal (so you don’t need to go ultra conservative), but you should dress up like you’re going to an interview for a creative job or a business meeting somewhere relatively casual.

To start, I like to go with dress pants. It’s important that your dress pants aren’t skin-tight like leggings but aren’t loose like sweatpants either — fit is so key and you’d be surprised how many people get this wrong. 

You don’t have to sacrifice style to look presentable so it’s totally fine to wear a slightly trendy blouse like the one pictured above. As long as your blouse isn’t low-cut, too tight, oversized, or showing a logo, you should be good to go! A pretty blouse paired up with dress pants shows that you are presentable and conservative but also that you value your style and sense of fashion. 

I am a fan of ballet flats for their comfort and conservative look, so I chose a pretty suede pair for this look. As you probably know, sneakers are always inappropriate for a class presentation. Winter is just days away, so if it’s too cold or rainy to wear flats where you live, you can always wear sneakers or boots to class and then change into your flats! 

As with any business casual look, it’s important not to over-accessorize. Small stud earrings and a dainty necklace are perfect jewelry choices. You don’t want the jewelry to take away from your speech. Wearing some bold red lipstick will help you feel self-assured and confident, but keep the rest of your makeup muted for balance. You probably won’t need textbooks on presentation day, so a small leather backpack with the most important essentials is fine.

To finish this outfit, you’re going to need a coat to keep you warm. This classic pea coat is the perfect thing to wear on your way to class — it matches well with the professional vibe of the ensemble.

Class Presentation Outfit #2

Products: Button Up Shirt – Express , Sweater – J.Crew , Skirt – JCPenney , Tights – ASOS , Heels – Sam Edelman , Watch – Avenue , Tote – Steve Madden

For those of you who want to treat this class presentation like it’s an interview or you’re working for a conservative company, this outfit will be best for you.

For starters, a nice white button-up shirt is any easy go-to for any business setting. Throw a pretty sweater over top and make sure you have your collar showing above the sweater’s neckline. This combination makes your outfit look fashionable but also keeps you warm. Then, pair this outfit up with a thick pencil skirt in basic black. I love a skirt that already comes with a belt like the one pictured above — it’s an extra accessory that adds a little pop and accents your waist.

Because it is cold outside, don’t forget to wear tights! The thickness of your tights is really dependent on you and your tolerance for the cold but anything 60 denier and above is great. 

To complete this outfit, basic black pointed toe heels are appropriate and professional. Again, don’t go overboard on the accessories — here I just added a simple watch and a basic tote bag. Now, you’re ready for your presentation! 

Class Presentation Outfit #3

Products: Button Up Shirt – Kohl’s , Blazer – ASOS , Dress Pants – JCPenney , Kitten Heels – Amazon , Earrings – Kate Spade , Bangle – Vince Camuto , Backpack – Calpak , Coat – Amazon , Scarf – Ardene

You don’t have to go completely conservative for a presentation — if you’re  interested in being a showstopper and playing with color, this is the look for you! 

Start off with a button-up shirt, again in a neutral like white. It can be same shirt as the one in outfit #2 but for purposes of showing you another option, I’ve chosen a sleeveless top here. Next, choose a blazer in a bold color like the one pictured above. Then, pair it up with classic dress pants à la outfit #1. 

Now it’s time for extras! For some fun pops of color, add kitten heels in a similar color to the blazer. Then add some rose gold jewelry that’s subtle yet eye-catching. After you’re done with the presentation, make sure you have a winter coat to keep you warm and a pretty backpack to hold any papers you’ve picked up. To ensure that you are warm, a scarf is essential!

What do you wear for class presentations?

Hopefully, these tips help you to look presentable for your next presentation. If you have an outfit that you normally wear for presentations, let us know in the comments below!

1 thought on “How to Dress for a Class Presentation”

Can you show a person with the 2 outfit

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Dress code sample policy - Hrhelpboard

Aug 02, 2018

1.78k likes | 3.91k Views

dress code policy is one of the important policy of organization <br> employees contribute to the corporate culture and reputation in the way they present themselves. A professional appearance is essential to a favorable impression with customers, regulators and company shareholders <br> https://www.hrhelpboard.com/hr-policies/uniform-policy.htm

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Presentation Transcript

Dress Code Policy Brief Summary and Sample

Presentation Flow • An Objective of Dress Code Policy • Scope of Dress Code Policy • Elements of Dress Code Policy • The Definitions of Dress Code • General Guidelines of Attire Policy • Dress Code Violations and Disciplinary Consequences • Clothing which Violates the Dress Code Policy

An Objective of Dress Code Policy

Scope of Dress Code Policy

Elements of Dress Code Policy • Attire should be neat and clean • Appropriate to the work environment • Revealing clothes are not allowed • Offensive clothes should be avoided • Types of dress code:- Business dress code, business causal dress code, smart casual dress code, casual dress code. • Dress code should be as per the organizational allotment

The Definitions of Dress Code

General Guidelines of Attire Policy • Clothes should be- -Suitable -Wrinkle free -Without any offensive tag lines • Office wear should be chosen carefully • Clothes and grooming to meet the set standards of the organization • Warning will be given on the violation of the dress code.

Dress Code Violations and Disciplinary Consequences

Clothing which Violates the Dress Code Policy

• More by User

C.F.I.S.D. Dress Code

C.F.I.S.D. Dress Code This information is on pages 34-35 of the Student Handbook Pajamas and slippers are not permitted to be worn on campus. Shorts, Skirts, Pants and Tights Jogging, biker and Spandex shorts are prohibited. Tights worn alone are prohibited.

985 views • 26 slides

C.F.I.S.D. Dress Code. This information is on pages 34-35 of the Student Handbook. Pajamas and slippers are not permitted to be worn on campus. Shorts, Skirts, Pants and Tights. Jogging, biker and Spandex shorts are prohibited. Tights worn alone are prohibited.

854 views • 26 slides

OJHS DRESS CODE AND UNIFORM POLICY

OJHS DRESS CODE AND UNIFORM POLICY. 2018 – 2019 SCHOOL YEAR. WHERE CAN I FIND THE DRESS CODE POLICY?. The OJHS DRESS CODE POLICY, UNIFORM POLICY, CELL PHONE POLICY AND HANDBOOK ARE ON OUR SCHOOL WEBSITE GO TO WWW. OPSB.NET CLICK ON ‘SELECT SCHOOL’ CLICK ON OUACHITA JUNIOR HIGH

690 views • 27 slides

Treasury &amp; Finance Dress Code Policy

Treasury &amp; Finance Dress Code Policy. Department Policy. The T&amp;F branch follows the Institute general guidelines which state that employees should dress in a modest and professional manner, appropriate to the specific job and workplace. Special occasions may require more formal attire.

326 views • 13 slides

Dress Code Policy

300 views • 5 slides

2013 Dress Code Policy

2013 Dress Code Policy. What is Business Casual?.

691 views • 9 slides

Policy and Practice: Dress code / Uniform policy

Policy and Practice: Dress code / Uniform policy. Objectives: Provide an overview of the pros and cons to this debate as revealed by common literature addressing the topic. To present various and points of view including parents, students, educators and the public.

405 views • 16 slides

Dress Code. Washington DECA. Casual or Business? It’s so confusing or is it?. When appearing before a judge it’s all business. Females – Business Attire Skirts. No! Bodycon skirt. No! . Yes! pencil skirt 3” above knee. Yes!. Yes!. No leggings! No jeggings ! No spandex!. No!.

1.24k views • 18 slides

AVCHS NEW DRESS CODE pOLICY

AVCHS NEW DRESS CODE pOLICY. Background Information. Last year students and parents expressed their concerns that our Casual Dress Policy was not fair for students who followed the dress code

303 views • 13 slides

Employee Dress Code Policy and Administrative Regulation

Employee Dress Code Policy and Administrative Regulation. Board Policy DH(Local) B oard approved April 10, 2013. DRESS AND GROOMING

468 views • 18 slides

Dress Code. A PBIS Presentation. Dress Code at Southeast Raleigh High School. Wake County Policy Discipline Matrix Wear This, Not That. Wake County and School Policy.

485 views • 13 slides

Dress Code. Appropriate dress at school dances. HOMECOMING. DO’s Dress length longer than one hand above the knee Appropriate coverage of the chest area Full coverage of the bodice Appropriate fit of the dress. DONT’s Dress shorter than one hand above the knee

620 views • 9 slides

DRESS CODE. INSERT SCHOOL CODE OR PBIS MOTTO. DRESS CODE. For the ladies… Hems must fall below your fingertips when your arms are straight at your side. DRESS CODE. For the ladies… Hems must fall below your fingertips when your arms are straight at your side No minis

436 views • 23 slides

Fort Washington Elementary. Dress code. Dress Code. Being reviewed for your SUPPORT . Dress Code. The first dress code check should be done at home .

708 views • 13 slides

Dress Code Policy. Students and Teachers, As the seasons begin to change, let’s not forget about our dress code. If you have questions regarding specific attire, please refer to your student handbook. Gentleman:. No tank tops or sleeveless shirts

659 views • 3 slides

Dress Code. Pioneer Middle School. The Purpose. To reduce disruptions to educational process To promote healthy and safe learning environment To develop school to work transitional skills. How does violation of dress code disrupt educational process?. Cause others to feel uncomfortable

513 views • 17 slides

LKCS Dress Code Policy

LKCS Dress Code Policy.

283 views • 3 slides

IJHS Dress Code

IJHS Dress Code. Acceptable or Unacceptable. UNACCEPTABLE. UNACCEPTABLE. UNACCEPTABLE. UNACCEPTABLE. UNACCEPTABLE. UNACCEPTABLE. ACCEPTABLE. ACCEPTABLE. ACCEPTABLE. THREE FINGER. RULE. SKIRT LENGTH MUST BE. TO THE END OF THE FINGERS. REVIEW. UNACCEPTABLE. CHAINS. PAJAMAS.

296 views • 14 slides

Dress Code. DRESS FOR SUCCESS! (not distress). For Gentlemen…. Pants at the waist Hats in your locker or book bag School Appropriate Attire. For Our Young Ladies…. Communicate that you are a lady with your attire..

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DRESS CODE. 2011-2012. Tops. Polos Sweaters Cardigan Crewneck Turtleneck Pullover Sweatshirts Pullover Hoodies. TUCKED IN SHIRTS. Shirts must be tucked in so that belt is visible!. Not rolled!!. PERFECT!!!. Bottom. Long Pants Shorts Skirts (for girls) Skorts (for girls).

284 views • 13 slides

Dress Code Policy 2014 -2015

Jackson Heights Middle School Dress Code Policy located in our Student Planner Pages 9 and 10 JHMS Dress Code Policy in effect since: August 2009. Dress Code Policy 2014 -2015.

416 views • 19 slides

Dress Code. What is the Purpose of the Dress C ode? Students’ appearance contributes to character development. Promote schools’ value of respect for self and student behavioral expectations. Minimize distractions and assist with focused learning. Student &amp; Parent Handbook, pg. 24.

801 views • 39 slides

Teacher explains the school dress code to her students in the most sensible manner

Handling young minds is quite a sensitive matter for teachers, especially while talking about their choice of outfits for school. While it is inevitable that students tend to break the school dress code once in a while, many teachers choose to handle the issue harshly. This way of disciplining may or may not work but the approach followed by Mrs.Lewis , an educator and TikTok content creator, worked quite effectively. In a video, the teacher revealed the calm and composed way she handled a school student wearing an inappropriate outfit and people loved how she handled the situation.

Mrs. Lewis began the conversation with the student saying, "Walk me through your process this morning." The student who was off-camera replied that they looked through their clothes when they woke up and picked their outfit that morning. The teacher wanted to know if the students chose an "inappropriate" outfit out of rush or if they planned to wear it. As the student explained that they deliberately chose to wear that outfit and were in no rush, the teacher was calmly paying attention to their words. "Do you do one final check and be like, 'Yep. That's cute. I'm going to school?'" she asked and the student replied that they did indeed check.

There were no furious expressions or rude interruptions from the teacher's side. She patiently heard the student's explanations and tried to make them realize their mistake on their own. The student also pointed out that they were twinning with another student who was wearing a similar outfit. "The two of y'all are walking around like this?" the teacher asked in disbelief but made sure to keep her composure. From the student's perspective, their outfit was not so inappropriate and "they should be able to wear them however they feel like." After hearing this answer, the teacher had nothing else to say. Unlike most teachers, she chose to leave the student to their opinions instead of condemning them for expressing their point of view.

Only when the student wanted to hear her perspective, did Mrs.Lewis share her thoughts on the dress code. Even then, she chose to make the student lay out the issue there. When the student admitted that it was a "bad" outfit, the teacher said, "I wouldn't say it's bad. It's probably just the setting." She questioned, "Imagine if I decided I was going to roll up in here and give it to the people. What would you say?" This question made the student realize the teacher's perspective of their dress code violation. "I think you figured it out on your own just now. What'd you figure out?" the teacher asked and the student replied, "That I can't wear this type of clothing to school." The teacher calmly ended the conversation saying, "Go get a shirt."

Homeless man asks restaurant if they have food to spare and they offered him a free meal of his choice

Mrs.Lewis's approach became a hit among internet users. Her video which gained over 1.3 million views received thousands of supportive comments. "All jokes aside, calmly walking through this, letting her figure this out, and having some perspective on the thought process for next time is 10/10!" lauded @moneyballdt . "The fact that not once did you shame her, or make it about her body!! This mindfulness and self-analysis is what our kids need more of. Thank you!" noted @carolina_sassenach . "Please tell me you are running this school because this is the kind of guidance kids need to make the right decision later. You are helping them build critical thinking skills," added @melissagudal .

You can follow Mrs.Lewis ( @mrslewisyall ) on TikTok for more educational content.