student rights and responsibilities essay

• Arts & Humanities

Student Rights and Responsibilities

• Arts & Humanities

Format: APA

Academic level: Master’s

Paper type: Research Paper

Words: 1168

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In the last few decades, educators are more concerned about student rights. Students should have equal rights and opportunities regardless of their race, socio-economic class, religion, and background. Student rights and responsibilities are better understood through historical court cases and rulings where students have challenged their school’s decisions. The rulings show a balance between student rights and responsibilities where students have a right to education and other human rights and have the resources to use educational resources responsibly.  

Summary of the Court Cases 

The respondent in the  Bethel v. Fraser (1986)  was a high school student who delivered a sexually explicit speech to nominate another student for the student elective office. The respondent referred to the candidate in a graphic sexual metaphor, and some of the students hooted and yelled while others were embarrassed (Bethel v. Fraser, [1986]). The Assistant Principal later suspended the student for three days and removed his name from the graduation speaker list. The respondent’s father filed a federal suit for violation of the First Amendment and sought injunctive relief and damages. The court decided that the school’s discipline violated the First Amendment and the school’s disruptive-conduct rule was unconstitutionally vague and broad. The Court of Appeal affirmed the ruling but the school appealed to the US Supreme Court and won in a 7-2 ruling. The Supreme Court argued that students were entitled to freedom of speech under the principles of Tinker, but not when it creates substantial disruption. The school has a right to protect young students from inappropriate and sexual speech. 

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The U.S. Supreme Court ruled that the Fourteenth Amendment accords public-school students notice and a hearing before suspensions in Goss v. Lopez . Dwight Lopez and eight other students in different public schools in Ohio were suspended for misconduct. The students filed for a class-action suit because they were not given a hearing. A federal court ruled in favor of the students. The case was argued in the Supreme Court on October 16, 1974, and it upheld the ruling that students deserved a due process before suspension of 10 days or less. Two junior high school students filed a lawsuit against their school in Ingraham V. Wright (1981) after they were subjected to corporal punishment. Florida statute allowed for corporal punishment, but there were limitations. The district court ruled in favor of the school that it did not break the Eight Amendment, but the corporal punishment was harsh. 

In Morse v. Frederick (2007), a 5-4 decision by the Supreme Court maintained that the school authorities do not violate the First Amendment by preventing students from sharing views that promote drug use. Joseph Frederick held a banner which said, “Bong Hits 4 Jesus” during the Olympic Torch Relay (Morse v. Frederick, [2007]). The principal took the banner and suspended Frederick for ten days. The Alaska District Court ruled that Frederick’s action was not protected by the First Amendment, while the US Court of Appeals for the Ninth Circuit reversed the ruling.  

Tinker v. Des Moines Independent Community School District is a famous ruling that continues to set a precedent. The school suspended students for wearing black armbands to show their support for a truce in the Vietnam War. The school suspended 13-year-old Mary Beth Tinker with four other students. The students filed a First Amendment lawsuit, and on Feb. 24, 1969, the court ruled 7-2 in their favor. The majority opinion was that students do not lose their constitutional rights to freedom of speech at the schoolhouse gate.  

Reflection  

The above court cases show that educators have a responsibility to maintain student rights. Students are entitled to their rights and freedoms as human beings, but their rights come with a responsibility because they are still subjected to institutional rules, and they must act in a manner that does not interrupt learning. A building-level educator promotes fairness and integrity among all students. The educator takes responsibility for the student’s academic and social success. The educator is knowledgeable about student rights, and they use reflective practice when disciplining students to avoid infringing on their rights.  

At the building-level, education leaders must apply the legal principles of democracy, equity, and diversity. The principle of democracy demands that students should be allowed to have their voices and opinions. As in the case of Tinker v. Des Moines, the freedom of speech does not end once the students are inside the school gate. Educators must evaluate the ethical and moral implications of their decisions against the principle of democracy to avoid legal trouble.  

Another legal principle is equality. The educators must aim to be fair in their decision making to avoid punishing others and rewarding others for the same behaviors. The school policies or disciplinary measures should be applied equally. Some students should not be given preferential treatment because of their background, academic performance, or teacher preference. The other students are more likely to break the rules because they perceive that they are being mistreated. Educators must act with integrity and fairness, and they must model the principles of self-awareness and reflective practice.  

The principles of self-awareness, reflective practice, transparency, and ethical behavior are interrelated. Self-awareness is a core leadership competency that makes one consider his/her feelings when interacting with others. Educators must learn to monitor their thoughts and feelings to be aware of their school environment biases. Self-awareness promotes efficiency and flexibility such that educators are willing to understand why others behave in a particular manner. Reflective practice is learning through practice/experience. Educators must make links from one experience to the other (LaBelle, 2017). Every interaction is a learning experience as educators question the way they deliver content or interact with students to be more effective and find new solutions. Reflective thinking allows educators to assess and appreciate their own methods.  

The principle of transparency promotes a culture of openness. When educators or the school implement transparency, the students can see and understand that they are operating honestly. The school must provide accurate information to all the stakeholders, mainly information on disciplinary matters. Students should not be punished for breaking school rules when they have no idea about the school rules. Transparency and accountability are essential principles as they build trust as they feel that the school/ educators have high ethical standards. Students are more likely to be engaged when educators uphold the principle of transparency. Lastly, ethical behavior is concerned with what is right and wrong. Educators must model the right behavior for the students.  

The educator can promote social justice in school. Social justice is becoming an essential concept in today’s society, and it takes two forms in education. Social justice can be in action where educators attempt to maintain equality and diversity in the education system. Injustices and disparities are common in the education sector, where students are denied or given access to opportunities based on their social class, gender, race, religion, and other factors ( Sensoy & DiAngelo, 2017) . Consequently, students from privileged backgrounds have a better educational foundation and opportunities than students from poor backgrounds. Educators have a responsibility to enhance fairness in school by treating all students equally. Education is a fundamental right, and all students deserve equal educational opportunities. Teachers can enhance equality by giving extra opportunities to underprivileged students, such as texts and after-school homework clubs.  

Educators can also promote social justice through curriculum changes. The curriculum should broaden the students’ worldviews by incorporating diverse ideas and challenging the status quo. A curriculum that continues to ignore or reinforce real-world problems such as sexism, racism, and poverty harms the students. Educators should find ways to teach real issues, encourage analytical thinking, and create a just school environment. When educators are committed to social justice, they are more likely to fight for social justice within and outside school.  

References 

Bethel v. Fraser  [1986] 478 U.S. 675 403 (U.S. Supreme Court). 

LaBelle, J. T. (2017). Ethical and political implications of reflective practice among preservice teachers.  Reflective Practice ,  18 (5), 688-698. 

Morse v. Frederick  [2007] 127 S. Ct. 2618 551 U.S. __, (US District Court for the District of Alaska). 

Sensoy, O., & DiAngelo, R. (2017).  Is everyone really equal? An introduction to key concepts in social justice education . Teachers College Press. 

Tinker v. Des Moines Independent Community School District. (n.d.).  Oyez . Retrieved October 6, 2020, from https://www.oyez.org/cases/1968/21 

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Essay on My Responsibility as a Student

Students are often asked to write an essay on My Responsibility as a Student in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Responsibility as a Student

Understanding my role.

As a student, I play a crucial role in shaping my future and society. My primary responsibility is to gain knowledge, and I must be dedicated to learning.

Discipline and Respect

Being disciplined and respectful towards teachers and peers is another vital duty. It helps in creating a positive learning environment.

Participation and Teamwork

Participation in class and group activities enhances learning. Teamwork teaches vital skills like cooperation and leadership.

Self-Development

Lastly, I must strive for self-development. This includes nurturing my talents and working on my weaknesses. It’s my responsibility to become a well-rounded individual.

250 Words Essay on My Responsibility as a Student

Understanding the role.

As a student, I am a vital cog in the educational ecosystem. My primary responsibility is to learn and acquire knowledge, skills, and attitudes that are essential for active participation in society. This involves attending classes, completing assignments, and participating in school activities.

Academic Commitment

The commitment to academic excellence is a non-negotiable responsibility. It requires consistent effort, focus, and a drive to learn. This commitment extends to completing assignments on time, studying for exams, and actively participating in class discussions.

Respect and Integrity

Respect for teachers, classmates, and the learning environment is another crucial aspect of my responsibility. This includes maintaining the decorum of the institution and ensuring a conducive learning atmosphere. Integrity, too, forms a significant part of my duties, promoting honesty in all academic endeavors and discouraging practices like plagiarism.

Personal development is an often overlooked but essential responsibility. It involves identifying and nurturing individual talents and interests. It also includes taking care of one’s physical and mental health, understanding that a healthy mind and body contribute to better learning.

Community Engagement

Finally, my responsibility extends beyond the classroom to the wider community. Participating in community service, respecting diversity, and promoting sustainability are all part of my role as an active and responsible student.

In conclusion, my responsibility as a student is multi-faceted, encompassing academic commitment, respect, integrity, self-development, and community engagement. These responsibilities, when fulfilled, not only enhance my learning experience but also contribute to a better and more inclusive society.

500 Words Essay on My Responsibility as a Student

Being a student is a unique, transformative period in one’s life, characterized by learning, exploration, and growth. As a student, our primary responsibility is to acquire knowledge and skills that will shape our future. However, our role extends beyond the classroom, encompassing responsibilities towards ourselves, our peers, our institution, and society at large.

Self-Responsibility

The foremost responsibility of a student is towards oneself. This involves maintaining a healthy balance between academics and personal life. It’s crucial to cultivate good habits such as time management, self-discipline, and critical thinking skills. These habits not only aid in academic success but also prepare us for future professional challenges.

Academic Accountability

Academic responsibility is another significant aspect. This includes attending classes regularly, completing assignments on time, and preparing diligently for exams. Engaging actively in the learning process, asking questions, and seeking help when necessary are also part of this responsibility. Upholding academic integrity by avoiding plagiarism and other forms of dishonesty is equally important.

Responsibility Towards Peers

As students, we have a responsibility towards our peers. This involves respecting diverse viewpoints, contributing to a positive learning environment, and helping each other in times of need. Participating in group projects, discussions, and extracurricular activities can foster teamwork and leadership skills.

Institutional Responsibility

We also have a responsibility towards our educational institution. This includes respecting its rules and regulations, maintaining its reputation, and contributing to its development. Participating in college events, volunteering for various initiatives, and providing constructive feedback can help in enhancing the institutional image.

Societal Responsibility

Lastly, as students, we have a societal responsibility. The knowledge and skills we acquire should not be confined to our personal growth but should contribute to societal progress. This can be achieved by participating in community service, raising awareness about social issues, and using our education to solve real-world problems.

In conclusion, being a student is not merely about acquiring knowledge but also about growing as a responsible individual. Our responsibilities extend in multiple directions – towards ourselves, our peers, our institution, and society. By fulfilling these responsibilities, we can ensure a holistic development, preparing ourselves not just for professional success but also for becoming conscientious citizens.

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Policies & Procedures

Student rights and responsibilities.

• Core values and statement of principles
• Academic and non-academic student conduct
• Academic misconduct FAQs
• Support for students in academic misconduct process
• Other relevant policies for students
• Student appeals

Core Values and Statement of Principles

• The University of Northern British Columbia is a place of research, teaching, and learning, where members of the University Community value inclusiveness and diversity, community, integrity, and academic excellence. These values are supported through an unwavering commitment to free expression and debate in an atmosphere of respectful interactions, safety and good conduct.
• The University is committed to reconciliation and recognizing Aboriginal Ways of Knowing within the Academy. UNBC’s Motto, 'En Cha Huná , meaning “they also live,” sets a foundation of respect, and reflects a shared commitment to Responsibility, Reciprocity and Relationship in the interactions between students and the University Community as a whole.
• All members of the University Community share the responsibility for the academic standards and reputation of the University. Academic Integrity is founded on values of respect for knowledge, truth, scholarship and acting with honesty. Upholding Academic Integrity is in the interests of all members of the University and broader Community and is a condition of continued membership in the University Community.
• The University strives, whenever possible, to take an educational and developmental approach to Academic and Non-Academic Misconduct, informed by knowledge and respect for mental health, well-being, cultural differences, and principles of reconciliation.
• The University adheres to the principles of Procedural Fairness and Natural Justice in working to ensure that Students, Faculty and Staff are aware of their rights and responsibilities with respect to Academic and Non-Academic Conduct, in investigating alleged misconduct, and when taking steps to establish or impose consequences.

Academic and Non-Academic Student Conduct

UNBC is committed to creating a scholarly community characterized by free expression, open debate, critical and free inquiry, and diversity of thought and perspective; the orderly and safe enjoyment of University facilities by all members of the University Community; and the proper functioning of the University and protection of University property.

The Academic and Non-Academic Misconduct Student Policy defines students' responsibilities as academic community members, defines inappropriate student conduct, and provides procedures and outcomes to be invoked if students engage in such behaviour. Each student is responsible for their conduct that affects the University community.

Academic and Non-Academic Conduct Student Policy

• Academic and Non-Academic Misconduct Procedures

UNBC Academic Misconduct Process

Academic Misconduct FAQs

What happens if an allegation of academic misconduct is made against me.

We understand that being accused of academic misconduct is stressful, but we encourage you to understand and comply with the process and ensure you are responding to and attending meetings.

• You are entitled to a fair process. We encourage students to understand their rights and the process involved. The associated Academic Misconduct Policy and Procedures are available online. These documents define what is considered academic misconduct, outline possible disciplinary measures, and detail the process.
• You can request a support person to accompany you to meetings associated with the allegation. As an undergraduate student, the Northern Undergraduate Student Society (NUGSS) has an ombudsperson you can request to support you through the process. Graduate students can contact the Northern BC Graduate Student Society to see what supports are available through their student society.
• The allegation, if proven, will not be recorded on your official academic transcript, but it will be recorded on your student record with the Office of the Registrar.
• If you belong to a professional program (such as Education, Engineering, Nursing, or Social Work) there may be internal procedures that are dictated by professional accreditation requirements. Please contact your program area to check. For contact information, please see your program web page .
• Retain all emails, communications, or documents related to the allegation for your records.

What can I expect from the Academic Misconduct process?

For a complete, detailed understanding of the student academic misconduct process, please review the official student academic and non-academic misconduct Policy and Procedures . The information and linked flowchart below are meant to be supplementary and are not official policy or procedure.

The flowchart below outlines the process of an academic misconduct allegation:

Student Academic Misconduct Flowchart

Below are the most critical steps in the process of an academic misconduct allegation:

• If the alleged offence is determined to be serious, unusual, or you’ve had previous allegations of academic misconduct, you may meet with your Program Chair or Faculty Dean first instead.
• If you do not respond to the meeting request, the decisionmaker (either your instructor, your Program Chair or Faculty Dean if the misconduct allegation has been escalated) has the authority to formally note the academic offence and enforce a penalty.
• After the meeting, the allegation may be dismissed. If this occurs, no further action will be required on your part.
• If you agree with the allegation and the penalty, you will sign the form. You will also have the opportunity to add your own comments to the form.
• If you disagree with the allegation and/or the penalty, you may indicate that you will not sign the form. Your instructor will then escalate the allegation to the Program Chair.
• Dismiss the case;
• Uphold the subsequent party’s recommendation and penalty;  
• Uphold the subsequent party’s recommendation but impose another penalty.
• You may refuse to sign the form at each escalation except after the misconduct is referred to the Faculty Dean. The Faculty Dean’s decision is considered final, as is the Vice President, Academic & Provost’s decision if the penalty is suspension or withdrawal from the program or university.
• The principles of Natural Justice or Procedural Fairness were not followed in the process leading to the decision or imposition of discipline;
• Decisions were made in the investigation or adjudication process by persons who do not have the authority under this Policy, the Undergraduate or Graduate Calendar or the University Act to make decisions with respect to Academic or Non-Academic Misconduct;
• Discipline imposed was excessive, or not consistent with University Policy or practice.

What if I don’t respond to an allegation of academic misconduct or do not meet with my instructor/Program Chair/Faculty Dean as requested?

If you do not respond to an allegation of academic misconduct or fail to attend an arranged meeting to discuss the allegation, the decision-maker (either the instructor, Program Chair or Faculty Dean) retains the right to determine the misconduct and resulting penalty (see 4.1.2 of the Academic and Non-Academic Misconduct Procedures ).

Do I have to sign the allegation and discipline measures as presented by my instructor or Program Chair?

No, the only final decision is the one made by the Faculty Dean (or Vice President, Academic & Provost in the cases of suspension or withdrawal). You can refuse to sign the form at all other junctures (with your instructor or Program Chair) if you do not agree with the outcome or believe the process was unfair.

Do I have to sign the allegation and discipline measures as presented by the Faculty Dean and/or Vice President, Academic and Provost?

Yes. The Faculty Dean’s decision (or the Vice President, Academic & Provost in cases of suspension or withdrawal) are considered final and you must sign the Academic Misconduct Form.

What if I disagree with the allegation and discipline measures given by the Faculty Dean or Vice President, Academic & Provost?

All students have the right to request an appeal of a final academic misconduct decision by submitting an appeal request to the Senate Committee on Student Appeals (SCA) within 15 days of when the decision is communicated to you. Details on appealing to the SCA are outlined in the Student Appeals Procedures under section 5.1.13 – Initiation of Academic Misconduct, Grade for Course in Progress, and Final Grade Appeals.

Requests for an appeal to the SCA should be submitted to, and support in the appeal process can be requested from, the University Registrar at [email protected] .

How does the SCA decide if they will accept my appeal?

The SCA will only agree to accept your appeal of an academic misconduct decision and penalty and arrange an appeal hearing if the criteria outlined in section 8 of the Academic and Non-Academic Conduct Policy are met.

If the SCA refuses to accept the appeal, you will be notified by the Chair of the SCA and the academic misconduct matter is considered final and closed.

If the SCA agrees to accept the appeal, they will call for an appeal hearing. See Section 6.2 – Academic Appeal Hearing in the Student Appeals Procedures .

Can I appeal the decision made by the Senate Committee on Student Appeals (SCA)?

No, the SCA is the standing committee of final appeals for students in matters of academic misconduct. See Section 3 – Principles of the Student Appeals Procedures .

What if I have a poor relationship with my instructor?

We recognize there is a power imbalance in the student/instructor relationship. If, after meeting with your professor, you feel that the outcome was unfair, you can refuse to sign the Academic Misconduct Form and escalate the allegation to the Program Chair. If you still feel that the Program Chair’s decision is unfair, you have the right to refuse to sign the Academic Misconduct Form and escalate the allegation to the Faculty Dean.

Will the penalty be harsher if the allegation against me gets escalated above my instructor?

No, it is your right to disagree with the allegation and/or the disciplinary measure recommended and to ask that another party review the evidence presented by both you and your instructor. This is why it is important to retain all emails and information about the allegation as you move through the process.

How is it determined if an allegation is a minor or serious offence?

Your instructor (or Program Chair) will approach you with the level of the misconduct offence. Severity of the offence is based on whether you have previous offences or if the first offence is deemed to be significant (see section 7.1 of the Academic and Non-Academic Conduct Policy ).

Resources to support students in the Academic Misconduct Process

• Counselling Services
• Academic and Non-Academic Conduct Policy

Student Appeals Procedures

• Student Advising  
• Northern Undergraduate Student Society (NUGSS)
• Northern BC Graduate Students’ Society
• Academic Success Centre  
• UNBC Library Guides on Citation   

Other Relevant Policies for Students

Harassment and Discrimination Policy

Sexual Violence and Misconduct Policy

Student Appeals

All students have the natural and reasonable right to appeal grades given during the term, the final grade of a course, requirement to withdraw, decisions the University makes regarding academic misconduct and suspension resulting from non-academic misconduct. The Senate Committee on Student Appeals is the final adjudicator in such matters.

After reviewing the above page and the policies and procedures linked to it, if you have any questions regarding your rights and responsibilities as a student please contact [email protected]

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• School Responsibilities & Duties of Students for Success in Life

School Responsibilities & Duties of Students for Success in Life

Student life is the happiest and the most crucial period in the life of a person. It is not just about attending classes in a course and working hard to attain an appropriate level of mastery of a subject under the guidance of an instructor. Student life is a phase where a person acquires the values of hard work for better grades , discipline, punctuality , teamwork, unity, and more, and strives to become a successful and good human being. It is a period that shapes an individual and prepares them to face the upcoming challenges of life with courage and strength.

As learners, students play a crucial and active role in education. They involve and interact with students and teachers, participate in classroom discussions, and act in a receptive manner. With changing times, the role of learners in education has got subverted from a facilitator to a task monitor. They collect materials for learning and assignments, check on their study times, put back materials at their respective places after using them, and more. Developing excellent communication skills, being friendly and polite, and making practical applications of what they learn are some of the major roles that students play as learners in education.

A school is the second home of a student. Students spend a significant portion of their lives in schools apart from what parents teach them at home . Therefore, to ensure that they remain safe and healthy, they have been entrusted with various rights.

Some of the rights of students in schools and classrooms are:

• Speech rights: – Students cannot be punished for exercising free speech rights, even if school administrators disapprove of what they are saying.
• Immigrant rights: – Schools are not allowed to discriminate among students based on race, colour, national origin, et cetera.
• Disability rights: – Schools cannot discriminate among people with disabilities, nor can they deny them equal access to academic courses, health services, school technologies, and more.

With great powers come great responsibilities. With rights come duties. Students are the future of a nation, and teachers and parents need to groom and nurture the kids in a manner that they grow up to become responsible and able leaders. Thus, apart from being entrusted with rights, students are entrusted with responsibilities and duties that they are expected to perform and help in the development of society.

Charity begins at home, and school is the second home of students. Every student has some responsibilities towards the institutions they are studying in. They are given duties to perform, which they are expected to discharge efficiently.

Students play an active role in classrooms. Apart from the classroom or traditional learning, the world of education and learning is changing rapidly. Find out how traditional learning differs from online learning .

Some of the roles and responsibilities of students in classroom management are:

• Being in their best of behaviours: An educational environment is required to ensure that the students get access to an excellent education. But, for that environment to exist, they are expected to comply with behavioural expectations and display values of politeness, kindness, compassion, and respect.
• Meeting academic expectations: Students must meet the academic expectations by creating a collaborative learning environment and displaying values of teamwork and unity.
• Being respectful and punctual: By being respectful, students contribute to a quality learning environment and reduce disruptions and disciplinary actions. Students are also supposed to be punctual. Being late for class creates a negative impact on their grades. Thus, students must maintain discipline in the classroom.

Besides performing duties towards their class, students play an important role in managing their school.

Given below is a list of ten duties that students should perform in school:

• Obey the teachers
• Maintain discipline in the class
• Keep the school neat
• Greet everyone with a smile
• Abide by the rules of the school
• Complete the assigned work on time
• Participate in the activities organized in the school
• Co-operate with the teachers
• Decorate their school with charts, posters, et cetera

Students play a crucial role in managing their schools and classrooms. But, that is not enough for them. Ultimately, students are expected to come out of their comfort zones as able leaders and contribute to the development of the society they are living in.

The various responsibilities of students towards their school and society are:

Eradicate literacy by using their acquired skills, and teach others to read and write. One way of achieving this goal can be actively participating in literary campaigns organized by schools and imparting mass education.

• Fight anti-social activities of a few corrupt people.
• Work with the teachers and other staff members of the school to uplift the socially and economically disadvantaged groups, blind children, and orphans.
• Be sensitive towards their environment, and devise ways to protect their environment from pollution, fight energy crises, and more. Some ways of doing this are keeping their localities and school clean and tidy, practising reuse, recycling, and reducing, et cetera.
• Students are the future of their nation, and it is important for them to actively participate in cultural, social, political, and economic affairs, striving to be the change they wish to see around themselves.

We sincerely hope you’ve got a solid idea about the responsibilities and duties of being a student.

At times, you may face a dilemma about whether to seek outside help for academics. Some of the students have a hard time grasping tough concepts or some are shy in raising their hands in class which ultimately leads to bad grades. In such a situation, online learning could be the best available option for you. It is not only cheaper but you also save a ton of time travelling.

Simply, go on CrunchGrade, an online tutoring platform for Year 5 – Year 12 and find online math tutors , online English tutors , and other subjects.

Still, confused about online learning? Book a tutor for FREE!! Happy Learning!!

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