School regulation: what it is, characteristics, and examples

In every social institution it is necessary to respect a set of rules, which specify which behaviors are accepted and which are reprehensible. By letting the public know how they should behave, a good coexistence is guaranteed.

The school regulation is a type of regulation specifically focused on educational contexts and, above all, aimed at teachers, students and other workers in schools and institutes, although there are also other types of centers.

These types of regulations are essential in any educational institution, regardless of what age group or type of student it is aimed at, and we will discover why below.

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What is a school regulation?

The school regulation is a set of norms, rules, instructions and prohibitions that regulate life within an educational institution. These norms specify what are the rights and, also, obligations that must be respected and fulfilled within the institution and the areas that are part of it.

Not only are they focused on students, but they are also addressed to teachers and other center workers, such as cleaning professionals and cooks, in addition to establishing the correct relationship between the people who come to the center. Like all regulations, the main objective of this type of rules is to regulate the coexistence of people, guaranteeing peace through a code of conduct adapted to the environment.

School regulations, which could well be called academic or educational, We do not find them only in schools and institutes. There are also them in universities, vocational training centers, language schools... However, they are especially important at school and in high school. The reason for this is easy to understand. Children and adolescents are still in the process of socialization, assimilating the rules that, if respected, will allow them to develop as socially adapted individuals.

Although the work of the parents and the contact with other children and adolescents help young people acquire appropriate patterns of social behavior, it can always happen that they come from an environment unstructured. In this case, the child or adolescent does not have a model in their home that teaches them how to behave correctly.

Fortunately, the school regulations can help you to know and understand what is an appropriate pattern of behavior in your social life, making this regulation replace the deficiencies of your home. Although it may seem that school regulations are nothing more than simple regulations, taking into account how much young people have to learn in social aspects, knowing what the school regulations of your center is like acquiring any other educational knowledge, only that this is more extrapolated to real life than knowing the table of elements or doing trigonometry.

As the name itself indicates, the school regulations have rules that are valid only within their facilities, that is, classrooms, corridors, common areas and other joint locations. This is not to say that these norms are radically different from the rules, prohibitions and instructions that are expected to be followed in public life or in family life. In fact, in many aspects they coincide, and learning to behave at school helps to learn how to behave on the street.

However, in its entirety, the school regulation It is only designed to guarantee school coexistence. Likewise, this should not be understood as the school regulations granting the educational center independent laws from those of the state. Obviously, no school regulation is above or annuls the laws imposed by other hierarchies superior to it, such as the municipality, the region and, of course, the sovereign state.

Characteristics of a school regulation

In general, school regulations have the following characteristics.

1. normative codes

They are written, complete and explicit normative codes. These codes specify what are the accepted behaviors within the educational community, what rules must be followed by members of the community or those who visit it at any given time.

2. center specific

Its area of ​​influence is specific to the center, that is, They are intended to be followed only at the school or institute in which they have been drawn up.. They must also be followed in any situation that, although outside the center, is managed by it, such as an excursion or a school camp.

3. articulated

They are articulated to the extent that they are subdivided into different articles or sections, like any other formal document. That is to say, they are not a simple piece of paper on which four rules have been placed without thinking, but an attempt has been made to think of all of them. assumptions and situations that may occur in the center, so that it is very clear which are the desirable behaviors and which No.

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Differences between educational centers

Although each center can establish its own school regulations, as a general rule public centers are subject to the same regulations, imposed by the Ministry of Education or the regional educational government. On the other hand, private centers are more free in this regard, although not without completely ignoring the requirements of the Ministry of Education.

Another clear difference between public and private centers in this regard is how, in most cases, the private ones specify what clothing or appearance must be worn in the center. For example, the center's uniform must be worn, piercings or tattoos are prohibited, certain haircuts are prohibited...

Example of school regulations

Next we are going to give an example of what a school regulation would be like, based on what most of them agree on.

Rights

Be listened to and guided depending on the set of educational or personal needs they may have.

Receive recognition for their academic dedication and compliance with the existing discipline, their perseverance and good behavior.

Participate in extracurricular activities organized by the center.

be treated with respect, equally and fairly.

To know in a timely manner both the schedule and the school calendar, the exams, the rules of the institute or the services to which you can access.

Right to explain in case of not attending class.

Students have the right to eat in the area designated for it, such as the patio and the cafeteria.

Students may use all the facilities, workshops, toilets and other common areas as long as their use is not contraindicated (works, fire...)

All students have the right to access the library, study in it at the established time and borrow books, indicating which ones have been taken and when they should be returned.

Students may have opinions and points of view different from those of the teacher, without this affecting their grade and as long as they have been said with respect and education.

Obligations

Make adequate and correct use of the facilities, without destroying them.

Have good conduct inside and outside the institute.

Stay in the center within the established schedule.

Treat classmates and teachers, and other institute workers with respect.

Obey the teacher in everything he indicates, as long as it does not violate the rights of the student.

Properly justify your non-attendance to class.

Participate actively in the activities organized by the center.

It is not possible to enter the classrooms, gym or cafeteria without the permission of the faculty or outside the established hours.

shall be turn in all books borrowed from the library within the agreed deadline and under suitable conditions.

It is prohibited to bring sharp objects to the center, such as razors or knives. It is also not allowed to enter with firearms or crossbows. If they are brought without being used, the offending student will be expelled. In case of using it, the police will be called.

The integrity of the facilities must be respected, that is, not break tables, desks, glass, benches, blackboards and any other element of the institution.

Bibliographic references:

• Cervantes, Azucena Ochoa, Diez-Martinez, Evelyn. (2013). The school regulation as axis of analysis of the coexistence in the school. Essay: Evaluation and Public Policy in Education, 21(81), 667-684. https://doi.org/10.1590/S0104-40362013000400003