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Venn diagrams are frequently used as effective instructional tools at the middle level. Used to link items by characteristics or attributes, they are used in a variety of curricular strands. Just as Venn diagrams pinpoint those similarities in people, places or things within the curricula, the Venn concept may be used by school administrators to identify specific characteristics of middle school aged students.

 

Following the Venn theory, it would be practical to conceptualize three overlapping circles of middle school life. The circles would include: the students, the dress code and the sexual harassment policy. The abundance of similar occurring natural attributes may very well put middle school students on predictable collision course with themselves and each other. Analyzing the possibility of a head on collision between same or dissimilar sexes a bit further, we need to take a close look at these three circles.

 

What We Know

As educators we know the innate physical, emotional and intellectual traits of middle schoolers. We also know the predisposition of pre-pubescences and adolescents to think about sex or the opposite sex during the course of their development. Given the constant barrage of highly provocative print, video and audio media to which middle schoolers are exposed to on a daily basis, most middle level students negotiate this challenging time fairly well during school hours.

 

How to Help

To assist students in maintaining a balance between acceptable and unacceptable dress and behavior, written guidelines need to be included in a middle school's handbook. Writing policies for inclusion in a middle school's handbook requires the authors to be aware of the school district's overarching policies and to be consistent with similar guidelines in place at the elementary and high school levels. At the middle level it is important that these policies are well written and reflective of district policy. Enlisting the expertise of the school district's legal counsel in reviewing a middle school handbook is critically important, especially where district policy may be condensed and rewritten for student understanding. The primary intention of the these standards is to prevent students from stepping into potentially treacherous situations that could result in violations of the school's disciplinary code. Despite their existence, some students will venture beyond the established parameters, the results frequently being disruptive to the student, school and community.

 

Important Policies

Policies that address sexual harassment and dress code, are the two remaining conceptual or physical rings of the Venn diagram. Both are of importance to the school's climate and if properly crafted provide appropriate parameters for students in these two realms. However there is one major contaminator that impacts on both policies and creates a what-came-first scenario. This potential flaw may be imbedded in a dress code. What students wear to school is influenced by the fashion industry and driven by the students’ need for acceptance by their peer groups. If the dress code permits attire that is deemed over-the-top or revealing, the code may in itself be the catalyst for sexual harassment. Simply stated, some clothing that is permitted within the prevue of the school's dress code, may open the floodgates for incidents of sexual harassment. 

 

A middle school's dress code should mirror the school district's policy related to student attire. Through the uniform application of a district policy, students are afforded the same limitations and protection. A policy that embraces community standards will help to avoid attire that is provocative. The elimination of such clothing will not rid a middle school of acts of sexual harassment, but may reduce the number of incidents that occur. Once concerns related to the dress code policy are addressed, the sexual harassment policy may need to be redefined or may be acceptable as written.

 

Understanding the potential for conflict within a school’s policies will allow forward progress to be made as students, parents and community members acknowledge the importance of these documents. Educating these populations will reduce incidences of misinterpretation  and confusion. This responsibility becomes that of the school‘s administration. To accomplish this task the administrators must formulate a plan that is comprehensive and attuned to the needs of the school and the community.