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School uniforms: Do they really improve student achievement, behavior?

This updated collection of research looks at how mandatory school uniforms impact student achievement, attendance and behavior as well as the presence of gangs in public schools.

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This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

by Denise-Marie Ordway, The Journalist's Resource April 20, 2018

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Decades ago, uniforms were mostly worn by students who went to private or parochial schools. But as local school boards have focused more on improving standardized test scores and campus safety, a growing number have begun requiring school uniforms — typically, a polo shirt of a particular color paired with navy or khaki pants, skirts or shorts. Nearly 22 percent of public schools in the United States required uniforms in 2015-16 — up from almost 12 percent in 1999-2000, according to the National Center for Education Statistics (NCES).

Proponents argue that students will pay more attention to their classwork if they aren’t preoccupied with fashion, and that they’ll be better behaved. Meanwhile, school administrators say uniforms help eliminate gang-related styles and logos. They also make it easier to spot a stranger on campus.

Despite their reported benefits, mandatory uniforms are controversial because a lot of parents and students don’t like the idea of forcing children to dress alike, which they say suppresses freedom of expression. Some families complain about the financial burden of purchasing uniforms in addition to their kids’ other clothing. Years ago, parents also complained that it was difficult to find uniforms, but that ceased to be an issue after large chain stores like Target and Wal-Mart began selling them.

As public schools debate the merits of uniforms — some school boards have been bouncing the idea around for years — it’s important for journalists to know what the research says on this topic. School officials do not always consult academic research before they put a plan on the table.

To help journalists ground their reporting and fact-check claims, Journalist’s Resource has rounded up several academic studies worth reviewing. Reporters may also want to examine reports on uniform use from the NCES, which collects and reports data related to school uniforms, dress codes and book bags in public schools.

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 “School Discipline, School Uniforms and Academic Performance” Baumann, Chris; Krskova, Hana. International Journal of Educational Management , 2016. DOI: 10.1108/IJEM-09-2015-0118.

Summary: This study examines test scores and student behavior in the United States, Canada and 37 other countries to determine whether uniforms affect student discipline. The researchers found that the highest-performing students are the most disciplined. In addition, “for countries where students wear school uniforms, our study found that students listen significantly better, there are lower noise levels, and lower teaching waiting times with classes starting on time.”

“Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior” Gentile, Elizabetta; Imberman, Scott A. Journal of Urban Economics , 2012, Vol. 71. doi: 10.1016/j.jue.2011.10.002.

Abstract: “Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools and time. By including student and school fixed-effects we find evidence that uniform adoption improves attendance in secondary grades, while in elementary schools they generate large increases in teacher retention.”

“Uniforms in the Middle School: Student Opinions, Discipline Data, and School Police Data” Sanchez, Jafeth E.; Yoxsimer, Andrew; Hill, George C. Journal of School Violence , 2012. DOI: 10.1080/15388220.2012.706873.

Summary: Researchers asked students at an urban middle school in Nevada what they thought of having to wear uniforms. Their public school had adopted a uniform policy after staff members became frustrated with the earlier dress code policy, which resulted in girls wearing revealing clothing and boys wearing shirts with inappropriate messages and images. The study’s main takeaway: The vast majority of students said they dislike uniforms, although some agreed there were benefits. “For example, in reference to gender, more than expected females than males indicated students treated them better with uniforms. Also, fewer females than males got detention for not wearing a uniform or for wearing a uniform inappropriately.”

“Are School Uniforms a Good Fit? Results from the ECLS-K and the NELS” Yeung, Ryan. Educational Policy , 2009, Vol. 23. doi: 10.1177/0895904808330170.

Abstract: “One of the most common proposals put forth for reform of the American system of education is to require school uniforms. Proponents argue that uniforms can make schools safer and also improve school attendance and increase student achievement. Opponents contend that uniforms have not been proven to work and may be an infringement on the freedom of speech of young people. Within an econometric framework, this study examines the effect of school uniforms on student achievement. It tackles methodological challenges through the use of a value-added functional form and the use of multiple data sets. The results do not suggest any significant association between school uniform policies and achievement. Although the results do not definitely support or reject either side of the uniform argument, they do strongly intimate that uniforms are not the solution to all of American education’s ills.”

“Effects of Student Uniforms on Attendance, Behavior Problems, Substance Use, and Academic Achievement” Brunsma, David L.; Rockquemore, Kerry A. The Journal of Educational Research , 1998, Vol. 92. doi: 10.1080/00220679809597575.

Abstract: “Mandatory uniform policies have been the focus of recent discourse on public school reform. Proponents of such reform measures emphasize the benefits of student uniforms on specific behavioral and academic outcomes. Tenth-grade data from The National Educational Longitudinal Study of 1988 was used to test empirically the claims made by uniform advocates. The findings indicate that student uniforms have no direct effect on substance use, behavioral problems, or attendance. Contrary to current discourse, the authors found a negative effect of uniforms on student academic achievement. Uniform policies may indirectly affect school environment and student outcomes by providing a visible and public symbol of commitment to school improvement and reform.”

“School Uniforms, Academic Achievement, and Uses of Research” Bodine, Ann. The Journal of Educational Research , 2003, Vol. 97. doi: 10.1080/00220670309597509.

Abstract: “School uniforms are being advocated for a range of social, educational, economic, and familial reasons. In 1998, The Journal of Educational Research (The JER) published an article by D. Brunsma and K. Rockquemore that claims that uniforms correlate negatively with academic achievement, but data presented in this article actually show positive correlation between uniforms and achievement for the total sample, and for all but 1 school sector. Examination of structure of argument reveals that the erroneous claim results from misleading use of sector analysis. Simultaneous with The JER article, and on the basis of the same National Education Longitudinal Study: 1988 database, an Educational Testing Service article reported that no correlation exists between uniforms and achievement. The two articles are contrasted in this study. The effect of new communication technology in amplifying political uses of academic research is discussed.”

“Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions” Wade, Kathleen Kiley; Stafford, Mary E. Education and Urban Society , 2003, Vol. 35. doi: 10.1177/0013124503255002.

Abstract: “This study attempts to clarify the relationships between public school uniforms and some of their intended results: student self-worth and student and staff perceptions of gang presence and school climate. The instruments used in the study included a questionnaire on gang presence and identity, the National Association of School Principals Comprehensive Assessment of School Environments, and the Harter Self-Perception Profile for Children. Participants consisted of 415 urban public middle school students and 83 teachers. Findings indicate that, although perceptions did not vary for students across uniform policy, teachers from schools with uniform policies perceived lower levels of gang presence. Although the effect size was small, students from schools without uniforms reported higher self-perception scores than students from schools with uniform policies. Student and teacher perceptions of school climate did not vary across uniform policy.”

“The Effect of Uniforms on Nonuniform Apparel Expenditures” Norum, Pamela S.; Weagley, Robert O.; Norton, Marjorie J. Family & Consumer Sciences , 1998. doi: 10.1177/1077727X980263001.

Abstract: “The uniform industry has grown steadily the past 20 years with increased attention from employers trying to create a professional image among workers as well as school administrators considering uniforms to curtail school violence. Although an important part of human dress for centuries, uniforms have received little attention from researchers of the clothing market. This study examines the impact of uniform purchases on household expenditures for selected nonuniform apparel subcategories based on an economic model of conditional demand. Expenditure equations are estimated using the 1990-1991 Consumer Expenditure Survey. The results suggest that, on average, consumers do not substitute uniforms for other apparel purchases. Rather, uniforms and nonuniform apparel appear to be complements in consumers’ purchases, resulting in greater household expenditures on nonuniform apparel. These results are a first step in understanding the economic effect that uniform purchases, mandated by employers, schools, or others, have on household clothing expenditures.”

Looking for more research on student achievement? Check out our write-ups on how teacher salaries , school vouchers and school shootings impact learning.   

About The Author

Denise-Marie Ordway

Do uniforms make schools better?

by: Marian Wilde | Updated: March 1, 2024

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Schools, parents, and students frequently clash over the issue of regulating what students may and may not wear to school. These controversies often pegged to the culture war of the moment touch on everything from gender and sexuality to politics, race, and religion. In 2021, a group of about 50 students in Georgia protested their middle school’s dress code for being discriminatory against BIPOC girls by wearing t-shirts every Friday emblazoned with the words “sexist,” “racist,” and “classist.” In 2022, a fight between students, staff, and police officers broke out at a Pennsylvania high school when hats and hoodies were banned as part of a revision by the school board to the school’s dress code. And in 2023, two Michigan middle schoolers, via their mother, sued their school district after they were banned from wearing “Let’s Go Brandon” sweatshirts.

Are school uniforms the best solution to this contentious debate? If every student is wearing the same outfit, will a host of campus problems be solved? Researchers are divided over how much of an impact — if any — dress policies have on student learning. There are multiple studies with conflicting conclusions, plus books such as 2018’s The Debate About School Uniforms , but the argument wears on, with a list of pros and cons on each side.

Why do some public schools have uniforms?

In the 1980s, public schools were often compared unfavorably to Catholic schools. Noting the perceived benefit that uniforms conferred upon Catholic schools, some public schools decided to adopt a school uniform policy.

President Clinton provided momentum to the school uniform movement when he said in his 1996 State of the Union speech, “If it means teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniforms.”

The pros and cons of school uniforms

According to proponents, school uniforms:.

• Help prevent gangs from forming on campus

• Encourage discipline

• Help students resist peer pressure to buy trendy clothes

• Help identify intruders in the school

• Diminish economic and social barriers between students

• Increase a sense of belonging and school pride

• Improve attendance

Opponents contend that school uniforms:

• Violate a student’s right to freedom of expression

• Are simply a Band-Aid on the issue of school violence

• Make students a target for bullies from other schools

• Are a financial burden for poor families

• Are an unfair additional expense for parents who pay taxes for a free public education

• Are difficult to enforce in public schools

Uniforms vs. dress codes

Schools and districts vary widely in how closely they adhere to the concept of uniformity.

What’s a dress code?

Generally, dress codes are more relaxed than uniform policies. Sometimes, however, dress codes are quite strict with requirements that are potentially viewed as biased based on race or gender. In 2020, two Black male students in Texas, cousins with West Indian heritage, were suspended for wearing dreadlocks in supposed violation of the district’s hair and grooming policy, part of the dress code. The elder one, a senior, was told he couldn’t attend prom or graduation until his dreads were trimmed. In 2022, girls on the track team at an Albany, NY high school were sent home for wearing sports bras at practice.

Uniforms are certainly easier for administrators to enforce than dress codes, largely because the ACLU (American Civil Liberties Union) can be depended upon to protect a student’s “right to express themselves.” The ACLU believes dress codes are often used to, “shame girls, force students to conform to gender stereotypes… punish students who wear political and countercultural messages. Such policies can be used as cover for racial discrimination… Dress codes can also infringe on a student’s religious rights…” To successfully enforce a dress code, insists the ACLU, the school must prove the student’s attire, “is disruptive to school activities.”

The ACLU’s dress code stance is regularly supported by federal courts , like the 2023 lower court ruling in North Carolina that ended a charter school decree that girls couldn’t wear pants to school. ACLU lawyers claimed this violated Title IX because the dress code “discriminated against female students by limiting their ability to fully participate in school activities, such as using the playground.” The U.S. Supreme Court later declined to take up a case challenging the lower court’s ruling.

Check with your school to see what the dress code is, as they can be fairly specific. In Tulsa, Oklahoma, for example, the dress code prohibits :

• Symbols, mottoes, words or acronyms that convey crude, vulgar, profane, violent, death-oriented, gang-related, sexually explicit, or sexually suggestive messages.
• Symbols, mottoes, words or acronyms advertising tobacco, alcohol, or illegal drugs or drug paraphernalia.
• Symbols, mottoes, words or acronyms identifying a student as a member of a secret or overtly antisocial group or gang or that identifies a student as a member of an organization that professes violence or hatred toward one’s fellow man.
• Visible and permanent tattoos/brands incompatible with the standards set forth herein shall be covered to prohibit their display.
• Excessively large or baggy clothes

What’s a uniform?

School uniforms worldwide can widely range from nondescript to bizarre. (Extreme examples from China, Australia, and the UK on this YouTube video ) Most public school outfits in the USA are quite casual, with a “ common type ” for boys often a polo shirt in a solid color, with pants in khaki, black, or navy blue. A girl’s uniform is often a skirt and a white buttoned-up shirt. Dress shoes are frequently required for both genders.

In the United States, low-income families spend an average of $249 on a child’s school uniform annually, far less than the typical Australian student’s $578. But still, the cost is sometimes viewed as unfair because public education is intended to be free, paid by tax dollars, not “a stress for families on lower incomes.” The ACLU believes that public schools should provide free school uniforms , because the expense is unconstitutional, and it increases wealth inequity.

What research says about school uniforms

In 2006, Virginia Draa, professor at Youngstown State University, reviewed the impact of school uniforms at 64 public high schools that had larger percentages of economically disadvantaged and minority students than other urban schools. Her conclusion surprised her: “I really went into this thinking uniforms don’t make a difference, but I came away seeing that they do… I was absolutely floored.” Her analysis determined that the schools with uniforms improved their students attendance, and graduation rates rose an average almost 11 percent.

In 2022, Ohio State University and University of Pennsylvania researchers reached a contrary opinion in their report titled “ School Uniforms and Students Behavior: Is There a Link? ” Their view was that, in general, evidence that school uniforms improve social skills in the students was “inconclusive.” The solitary praise they provided to uniform-wearing was noting there was “some indication that low-income students in schools that required uniforms demonstrated better school attendance than low-income students in schools that did not.”

What to believe? Jury is still out.

What do students think about uniforms?

A student discussion: pros and cons of uniforms

Editor’s note: This video is part of our high school milestones series about communication skills. The students in this video discuss the pros and cons of school uniforms.

A University of Nevada, Reno, survey of 1,848 middle school students, published in 2022, revealed that 90 percent did not like wearing a uniform to school . Only 30 percent believed the uniforms “might reduce discipline issues, a mere 17 percent thought the uniform helped them focus at school, 34 percent believed their school was safer due to the uniforms and 37 percent said, “I worry less about my appearance” due to the uniform requirement.”

An earlier study, also in Nevada, displayed similar unpopularity with newly instituted uniforms among middle school students. However, when the researchers looked into school discipline and local police records and compared them to the prior year’s data, discipline referrals were down 10 percent, there were 63 percent fewer police log reports, and incidences of graffiti, fights, and gang-related activity were all down.

It’s a big issue

A new trend is the mounting pressure to establish dress codes for teachers. Apparently, the same casual mindset toward revealing outfits is cropping up in the ranks of our teachers.

The debate over uniforms in public schools encompasses many larger issues than simply what children should wear to school. It touches on issues of school improvement, freedom of expression, and hot-button culture wars. It’s no wonder the debate rages on.

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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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The Sexism of School Dress Codes

These policies can perpetuate discrimination against female students, as well as LGBT students.

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Maggie Sunseri was a middle-school student in Versailles, Kentucky, when she first noticed a major difference in the way her school’s dress code treated males and females. Girls were disciplined disproportionately, she says, a trend she’s seen continue over the years. At first Sunseri simply found this disparity unfair, but upon realizing administrators’ troubling rationale behind the dress code—that certain articles of girls’ attire should be prohibited because they “distract” boys—she decided to take action.

“I’ve never seen a boy called out for his attire even though they also break the rules,” says Sunseri, who last summer produced S hame: A Documentary on School Dress Code , a film featuring interviews with dozens of her classmates and her school principal, that explores the negative impact biased rules can have on girls’ confidence and sense of self. The documentary now has tens of thousands of YouTube views, while a post about the dress-code policy at her high school—Woodford County High—has been circulated more than 45,000 times on the Internet.

Although dress codes have long been a subject of contention, the growth of platforms like Facebook and Instagram, along with a resurgence of student activism , has prompted a major uptick in protests against attire rules, including popular campaigns similar to the one championed by Sunseri. Conflict over these policies has also spawned hundreds of Change.org petitions and numerous school walkouts. Many of these protests have criticized the dress codes as sexist in that they unfairly target girls by body-shaming and blaming them for promoting sexual harassment. Documented cases show female students being chastised by school officials, sent home, or barred from attending events like prom.

Meanwhile, gender non-conforming and transgender students have also clashed with such policies on the grounds that they rigidly dictate how kids express their identities. Transgender students have been sent home for wearing clothing different than what’s expected of their legal sex, while others have been excluded from yearbooks. Male students, using traditionally female accessories that fell within the bounds of standard dress code rules, and vice versa, have been nonetheless disciplined for their fashion choices. These cases are prompting their own backlash.

Dress codes—given the power they entrust school authorities to regulate student identity—can, according to students, ultimately establish discriminatory standards as the norm. The prevalence and convergence of today’s protests suggest that schools not only need to update their policies—they also have to recognize and address the latent biases that go into creating them.

At Woodford County High, the dress code bans skirts and shorts that fall higher than the knee and shirts that extend below the collarbone. Recently , a photo of a female student at the school who was sent home after wearing a seemingly appropriate outfit that nonetheless showed collarbone—went viral on Reddit and Twitter.

Posted by Stacie Dunn on Thursday, August 13, 2015

The restrictions and severity of dress codes vary widely across states, 22 of which have some form of law granting local districts the power to establish these rules, according to the Education Commission of the States. In the U.S., over half of public schools have a dress code, which frequently outline gender-specific policies. Some administrators see these distinctions as necessary because of the different ways in which girls and boys dress. In many cases, however, female-specific policies account for a disproportionate number of the attire rules included in school handbooks. Certain parts of ​ Arkansas’s statewide dress code, for example, exclusively applies to females. * Passed in 2011, the law “requires districts to prohibit the wearing of clothing that exposes underwear, buttocks, or the breast of a female student.” (The provision prohibiting exposure of the "underwear and buttocks" applies to all students.)

Depending on administrators and school boards, some places are more relaxed, while others take a hard line. Policies also tend to fluctuate, according to the University of Maryland American-studies professor and fashion historian Jo Paoletti, who described dress-code adaptations as very “reactionary” to whatever happens to be popular at the time—whether it’s white go-go boots or yoga pants. Jere Hochman, the superintendent of New York’s Bedford Central School District echoes Paoletti in explaining that officials revisit his district’s policy, which has been in place “for years and years and years,” “on an informal basis.” “It’s likely an annual conversation, he notes, “based on the times and what’s changed and fads.”

While research on dress codes remains inconclusive regarding the correlation between their implementation with students’ academic outcomes, many educators agree that they can serve an important purpose: helping insure a safe and comfortable learning environment, banning T-shirts with offensive racial epithets, for example. When students break the rules by wearing something deemed inappropriate, administrators must, of course, enforce school policies.

The process of defining what’s considered “offensive” and “inappropriate,” however, can get quite murky. Schools may promote prejudiced policies, even if those biases are unintentional. For students who attend schools with particularly harsh rules like that at Woodford, one of the key concerns is the implication that women should be hypercognizant about their physical identity and how the world responds to it. “The dress code makes girls feel self-conscious, ashamed, and uncomfortable in their own bodies,” says Sunseri.

Yet Sunseri emphasizes that this isn’t where she and other students take the most issue. “It's not really the formal dress code by itself that is so discriminatory, it’s the message behind the dress code,” she says, “My principal constantly says that the main reason for [it] is to create a ‘distraction-free learning zone’ for our male counterparts.” Woodford County is one of many districts across the country to justify female-specific rules with that logic, and effectively, to place the onus on girls to prevent inappropriate reactions from their male classmates. (Woodford County High has not responded to multiple requests for comment.)

“To me, that’s not a girl’s problem, that’s a guy’s problem,” says Anna Huffman, who recently graduated from Western Alamance High School in Elon, North Carolina, and helped organize a protest involving hundreds of participants. Further north, a group of high-school girls from South Orange, New Jersey, similarly launched a campaign last fall, #IAmMoreThanADistraction , which exploded into a trending topic on Twitter and gleaned thousands of responses from girls sharing their own experiences.

Educators and sociologists, too, have argued that dress codes grounded in such logic amplify a broader societal expectation: that women are the ones who need to protect themselves from unwanted attention and that those wearing what could be considered sexy clothing are “asking for” a response. “Often they report hearing phrases like, ‘boys will be boys,’ from teachers,” says Laura Bates, a co-founder of The Everyday Sexism Project . “There’s a real culture being built up through some of these dress codes where girls are receiving very clear messages that male behavior, male entitlement to your body in public space is socially acceptable, but you will be punished.”

“These are not girls who are battling for the right to come to school in their bikinis—it’s a principle,” she says.

There’s also the disruption and humiliation that enforcing the attire rules can pose during school. Frequently, students are openly called out in the middle of class, told to leave and change, and sometimes, to go home and find a more appropriate outfit. In some instances, girls must wear brightly colored shirts that can exacerbate the embarrassment, emblazoned with words like, “Dress Code Violator. ” Some students contend this is a bigger detractor from learning than the allegedly disruptive outfit was in the first place. “That’s crazy that they’re caring more about two more inches of a girl’s thigh being shown than them being in class,” says Huffman. These interruptions can also be detrimental to peers given the time taken out from learning in order for teachers to address the issue, as Barbara Cruz, author of School Dress Codes: A Pro/Con Issue , points out .

Dress-code battles can also take place at events outside of the classroom, such as prom. At Cierra Gregersen’s homecoming dance at Bingham High School in South Jordan, Utah, administrators asked female students to sit against the wall, touch their toes, and lift their arms to determine whether their outfits were appropriate. “Girls were outside the dance crying hysterically,” says Gregersen, commenting on the public nature of the inspections and the lack of clarity around the policy. “We should not have to be treated like sexual objects because that was what it felt like.” The incident prompted Gregersen to create a popular Change.org petition and stage a walkout with more than 100 classmates, but she says she never heard back from administration. (Bingham High School has not responded to multiple requests for comment.)

Every year, Strawberry Crest High School in Dover, Florida, holds a Spirit Week right around Halloween, during which students wear outfits in accordance with each day’s theme. One of the themes last year was Throwback Thursday, enabling students to dress up in ways reminiscent of a previous decade. Peter Finucane-Terlop, a junior at the time who identifies as gay, decided to come to school in drag as a 1950s housewife.

Wearing a knee-length, baby-blue strapless dress, a button-up on top, a wig, and some make-up, Finucane-Terlop’s outfit, he says, wasn’t only accepted by his peers—it also complied with all the school’s dress-code rules: His shoulders and chest were covered, and his dress was an appropriate length.

But sometimes the ways that schools regulate attire have little to do with explicit policies. According to Finucane-Terlop, a school official commented on his outfit in the middle of the courtyard during lunch that day. Finucane-Terlop recalls him saying, “Why are you dressed like that?” and “You shouldn’t do that. You’re a boy—dress like it. What if little kids saw you?”

Finucane-Terlop says he mentioned the incident to his school counselor right after it took place but didn’t end up getting a response from administrators. April Langston, Finucane-Terlop’s counselor, and David Brown, his principal at Strawberry Crest, however, do not recall talking about or hearing of such an incident.

Beyond this specific case, Emily Greytak, the research director at GLSEN (the Gay, Lesbian, and Straight Education Network), says the organization has noticed that incidents like the one Finucane-Terlop described are becoming more frequent, when LGBT students are discriminated against either verbally, or via disciplinary action, for clothing choices that don’t fall in line with either a dress code or dress expectations that starkly demarcate different rules based on gender. According to a recent GLSEN study , 19 percent of LGBT students were prevented from wearing clothes that were thought to be from another gender and that number was even higher for transgender students, nearly 32 percent of whom have been prevented from wearing clothes that differed from those designated for their legal sex.

“This isn’t occasional; this isn’t just some students. This is something that happens quite regularly,” Greytak says. The discipline is sometimes informed by teachers’ personal biases while in other cases, school policies discriminate against transgender or gender non-conforming students expressions of their gender identity.

As Emery Vela, a sophomore, demonstrates, eventually some students manage to navigate and help reform the policies. Vela, a transgender student who attends a charter school in Denver, Colorado, dealt with this issue when looking for footwear to match his uniform in middle school, which had different requirements for boys and girls and suspended students if they broke the rule. Despite some initial pushback, the school adjusted the policy after he spoke with administrators.

“While they’re trying to achieve this goal of having a learning environment that supports learning, it’s really disadvantaging transgender and gender non-conforming students when they have to wear something that doesn’t match their identity,” Vela says.

Dress codes trace back to the 1920s and ‘30s, and conflicts over the rules have been around ever since, says Paoletti, the fashion historian: “Dress has been an issue in public schools as long as teenagers have been interested in fashion.” Several cases, including Tinker vs. Des Moines Independent Community School District in 1969, in which students alleged that wearing black armbands at school to protest the Vietnam War constituted free speech, have even gone all the way up to the Supreme Court.

The subjectivity inherent to many of these judgment calls—like the dress-code cases contending that boys with long hair would be society’s downfall—is often what ignites conflict. As with the kinds of protests staged by Sunseri and Huffman, many of the larger movements to resist school attire regulations today echo a broader momentum for women’s rights, pushing back against existing attitudes and practices. “We’ve seen a real resurgence in the popularity of feminism and feminist activism, particularly among young people and particularly in an international sense, facilitated by social media,” says Bates, who sees dress code protests as one key everyday impact of such trends. “I think that one of the striking elements of this new wave of activism is a sense of our entitlement and our courage to tackle the forms of sexism that are very subtle, that previously it was very difficult to stand up to, because you would be accused of overreacting, of making a fuss out of nothing.”

Similarly, Greytak says these conflicts are also an indicator that LGBT students are feeling safer in their school environments and able to criticize them: “It’s very possible that we are hearing more and seeing more about these cases because before less students would even feel comfortable being and expressing themselves.”

As this issue has gained exposure and traction, students have also derived inspiration from the actions of their peers, including Sunseri, who’s now in the process of negotiating changes to the dress code with her school administration, “If high-schoolers across the country were standing up for what they believed was right, why shouldn’t I?”

According to students, the best solutions for remedying these issues entail more inclusive policymaking and raising awareness about the subject. And students and administrators tend to agree that schools should involve students early on in the rule-creation process to prevent conflicts from popping up. By developing a system like this, they have a stake in the decision and are significantly more likely to both adhere and respect the final verdict.

This also helps reduce some of the subjectivity that shapes the rules and acknowledges how touchy the topic can be for all stakeholders. “It’s sensitive for the students, it’s sensitive for the parents, it’s sensitive for the teachers,” says Matt Montgomery, the superintendent of Revere Local Schools in Richfield, Ohio. “You’re in a tough position when you’re a principal evaluating the fashion sense of a 15- or 16-year-old female. Principals are doing things like engaging female counselors and other staff members to make sure that everything is okay.”

Similarly, when conflicts do arise, maintaining an open dialogue is critical. “I always tell administrators to not be on the defensive, to hear students out, to hear families out, and then to have a well-reasoned explanation and if at all possible, to look at some of the research and be able to cite some of that,” says Cruz, the author. “Most of the time, school administrators are basing their decisions more on anecdotal evidence rather than empirical research. They need to be able to explain their rationale.”

Huffman, too, highlighted the importance of student involvement.“Adults aren’t going to be shopping at American Eagle or Forever 21,” she says, “They don’t know that it’s not even possible to buy a dress that goes to your knees.” Like Huffman, Kate Brown, a senior at Montclair High School, in Montclair, New Jersey, met with school administrators after organizing a protest, helping secure many of the policy changes her campaign had sought: removing words like “distracting.”

After all, teachers and administration don’t always realize that their policies are offensive—and this is where more education comes in. “Even for a lot of teachers in 2015, they have never had a trans student or a gender-nonconforming student where they’ve had to deal with this,” Finucane-Terlop says. “It’s new to them, so I understand that they might not know how to react.”

Ultimately, such rules could be the wrong way to handle some of the issues that they purport to cover. Since so many have previously been used to address the potential of sexual harassment in schools regarding male students paying inappropriate attention to female students, it’s clear other practices, like courses on respect and harassment, may be needed to fill this gap. These initiatives would shift the focus of school policies. “Is it possible that we can educate our boys to not be ‘distracted’ by their peers and not engage in misogyny and objectification of women's bodies?” asks Riddhi Sandil, a psychologist and co-founder of the Sexuality, Women and Gender Project at Teachers College at Columbia University.

“ I think we live in a culture that’s so used to looking at issues of harassment and assault through the wrong end of the telescope,” Bates says, “that it would be really refreshing to see somebody turn it around and focus on the kind of behavior that is directed at girls rather than to police girls’ own clothing.”

There’s a growing interest in making dress codes as gender-neutral as possible as a means of reducing sexism and LGBT discrimination. But even beyond policy changes, students say there needs to be a fundamental shift in admitting that teachers and administrators come in with their own set of biases, which they may bring to creating and enforcing school rules. “I feel like there’s this misconception … that you can separate your prejudice from your profession, because so often prejudice is unconscious,” says Vela. “The biggest piece of advice I can offer is to recognize that.”

In order to combat latent prejudices, schools must first acknowledge that they exist.

* This article previously stated that Arkansas's entire statewide dress code exclusively applies to females. We regret the error.

We want to hear what you think about this article. Submit a letter to the editor or write to [email protected].

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Opinion: Are School Dress Codes Necessary?

Students protesting against dress code policy at Rush County High School. (Change)

Myles Chapman , Opinion Reporter December 7, 2021

Various types of school dress codes are excessively discriminatory and unjust. These dress codes discriminate against many genders, minorities, and gender identities. With how controversial, inequitable, and problematic school dress codes are, the question, “are school dress codes necessary?” should be considered. 

There are many school dress codes that discriminate against girls and females. School dress codes in place for girls are very sexist and unjust. Many of these dress codes sexualize young girls’ bodies. They imply that showing female body parts are ‘distracting’ or ‘inappropriate’. Many people argue that these dress codes for girls are necessary as boys will be distracted by their bodies. Instead of having girls change how they dress in order to conform to others’ standards, we have to teach young boys to not sexualize girls’ bodies. Girls should not be responsible for the ways boys act. There is also a double standard presented within these dress codes, as a boy wearing the same garments would not get the same disciplinary action. 

A study from New York Times says, “In an analysis of dress codes at 25 New Hampshire public schools, the researchers found that most had policies specifically targeting girls, with policies on covering breasts, cleavage, collarbones and shoulders. The study notes that some of the garments prohibited in many school policies, such as tank tops and strapless shirts, are “prohibited because they are considered ‘sexy.‘ This is very invalid because girls should not have to be defined as ‘sexy’ for the clothes they wear. Showing skin and body parts is not going to distract people from getting an education. Ultimately, school dress codes in regards to girls are unnecessary and discriminatory. 

There are also many school dress codes that discriminate against black people and African Americans. Dress codes that discriminate against black people include prohibiting head coverings, like durags, bonnets, or scarfs, and hairstyles like dreads, braids, or locs. Many schools give their reasons for prohibiting these garments because they are ‘gang-related’, but associating these things with gangs is essentially anti-black and sets racist undertones. When dress codes reinforce white norms, being black becomes a violation. Controlling black bodies and the ways in which black people should portray themselves stems from white supremacy ideology. 

DeAndre Arnold, who attended Barbers Hill High School, has experienced this exact discrimination. DeAndre was suspended for his dreadlocks in January 2020 because they violated the dress code; he was told he cannot walk in his graduation as a result of this. Being told you can’t have an education and can’t graduate because of your hair is very unjust. Furthermore it shows how dress codes that discriminate against black people perpetuate white supremacist ideologies, are inherently racist, and oppress black people from getting an education. However, because of how widespread this incident was in the media, DeAndre has been granted many opportunities like endorsement deals with hair companies, meeting many celebrities, and interviews . 

Students should be able to have a right to express themselves through their clothes and accessories without being denied an education. Dress codes strip students away from their identities and who they are as people. The clothes that students wear are one of the ways that they can show their personality and the interests that they may have. Fashion and clothes also give students pride and power in themselves, helping them build up their confidence.  

According to the National Center for Education Statistics , In the 2017-18 school year, 42.6% of elementary schools, 61.6% of middle schools and 55.9% of high schools reported they enforced a strict dress code for their students. 

There have been countless students who have protested against these dress codes. People are tired of being discriminated against and having their rights to wear what they want stripped away. Students at Don Antonio Lugo High School held a student-led protest combating the school’s dress code policies. The protest lasted throughout the day, happening during lunch, and after school. 

These efforts toward ending discriminatory dress code policies show how problematic and controversial they are. Students are passionate more than ever to get things changed in regards to discriminatory dress codes.  

“I think school dress codes are dumb, because kids aren’t able to express their true identity,” said Sophomore Jennesse Byrd.

“I don’t think school dress codes are necessary. It contributes to rape culture [and] it pushes the idea that how you dress is how you should be perceived and treated by others.” said senior Tsion Gebretsadik, adding that a teacher has said to them, ““You’re beautiful, you do not need to be doing all that.” Gebretsadik said that, “It made me feel like I was displaying myself for the rest of the world when I was just trying to express myself,” 

“I don’t think school dress codes are necessary. I feel like the teachers are more distracted by a girl showing her shoulders than the kids,” said Senior Aysia Rathpakdy.

Ultimately, Dress Codes are meant to create safe, positive learning environments in schools, but many of them have the opposite effect, discriminating and shaming students, and disproportionately targeting female students and students of color. The fight to end discriminatory dress codes continues, students will keep protesting unjust dress codes and spreading awareness about the topic. 

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Her • Jan 26, 2023 at 1:03 PM

What about the cheer uniforms they are sexualizing girls they want boys to see them that’s what the school wants

Jenn/Mom/Teacher • Dec 9, 2021 at 6:44 PM

Modesty is important. Girls should not have to dress provocatively to express themselves or feel beautiful. It is highly inconsiderate of them to do so, especially in an educational setting where boys are biologically wired visually. Students need to learn career readiness and it starts here. One thing leads to another – why not just go to school naked – no awkardness there. So, teenagers (especially girls) please be considerate of others, be modest, express yourself in a respectful and professional way – you’ll make it and your freedoms are not being denied.

Nikya/Student • Mar 2, 2022 at 7:52 AM

First of all, girls can dress in whatever way they would like to and express themselves however they feel the need to. Second, you should take into consideration that you can’t decide how we express ourselves I get that you might find some articles of clothing inappropriate but you, as a mother, should respect your kid’s style even if you don’t like it you should let them express themselves. Girls at school do not always have to be professional its school, and our freedoms are being denied as we are forced to make sure we cover up everything to meet the standards of other people.

Home — Essay Samples — Business — Dress Code — The Dress Code Debate: Argumets For and Against

The Dress Code Debate: Argumets for and Against

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Published: Sep 7, 2023

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Arguments for dress codes, arguments against dress codes, the role of context in dress code arguments, you may also like.

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School Dress Codes

Dress codes have been a topic of discussion in schools for many years. Some people believe that dress codes are a good idea for schools, while others believe that they are unnecessary. In my opinion, dress codes are a good idea for schools, as they create a more professional and respectful environment for learning.

One of the main reasons why dress codes are a good idea for schools is that they promote a sense of professionalism. When students dress appropriately for school, they are presenting themselves in a manner that is respectful and dignified. This can have a positive impact on their behavior and attitudes, as they are more likely to take their studies seriously and behave in a responsible manner.

Dress codes also help to eliminate distractions in the classroom. When students are allowed to wear whatever they want to school, it can be a source of distraction for other students. For example, if a student wears a provocative or offensive t-shirt, it may distract other students from their studies and create a hostile learning environment. By implementing a dress code, schools can ensure that all students are dressed appropriately and that there are no distractions in the classroom.

Moreover, dress codes help to reduce social and economic disparities among students. When students are allowed to wear expensive or designer clothing to school, it can create a sense of inequality among students. This can lead to bullying and other negative behaviors, which can have a negative impact on the learning environment. By implementing a dress code, schools can ensure that all students are dressed in a similar manner, which can help to reduce social and economic disparities.

In addition, dress codes can help to prepare students for the professional world. Many workplaces have dress codes, and by implementing a dress code in schools, students can learn about appropriate workplace attire. This can help them to be more prepared for their future careers and to present themselves in a professional manner.

In conclusion, dress codes are a good idea for schools, as they create a more professional and respectful environment for learning. They help to eliminate distractions in the classroom, reduce social and economic disparities among students, and prepare students for the professional world. While there may be some resistance to dress codes among students, parents, and teachers, it is important to remember that dress codes are in place to promote a positive learning environment.

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Why do schools have dress codes?

Schools have dress codes to promote a safe and respectful learning environment, to prevent distractions caused by inappropriate clothing, and to encourage students to focus on their studies rather than their appearance.

What are the benefits of having a dress code in schools?

The benefits of having a dress code in schools include improving student behavior, reducing bullying and social pressure, promoting a sense of unity and equality among students, and preparing students for the workplace where dress codes are common.

What are the disadvantages of having a dress code in schools?

The disadvantages of having a dress code in schools include restricting students’ freedom of expression and individuality, creating unnecessary expenses for families, enforcing gender stereotypes, and possibly perpetuating discrimination and inequality.

What is typically included in a school dress code?

A school dress code may include guidelines on the length of skirts and shorts, the type of shoes allowed, the appropriateness of clothing with offensive language or images, and restrictions on visible piercings or tattoos.

Can dress codes be discriminatory?

Yes, dress codes can be discriminatory if they disproportionately affect certain groups of students based on their race, gender, religion, or socio-economic status. Schools must ensure that their dress codes are fair and do not violate students’ rights.

How can schools ensure that their dress codes are fair and inclusive?

Schools can ensure that their dress codes are fair and inclusive by involving students, parents, and community members in the development process, allowing for individual expression within the guidelines, and regularly reviewing and revising the dress code to address any concerns or issues that arise.

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Essay: Pros and Cons of a Dress Code in Schools

• Essay: Pros and Cons of…

Students mill through school grounds, all dressed in the latest fashions and trends. Although they may not think twice about their clothing, other than how fashionable they are, there is another factor that affects their dress for school, dress codes. Dress codes in North America have come under fire in recent years, amid arguments that raise many possible issues concerning them.

School dress codes have become a large controversy, as 55% of American schools enforce dress codes that are deemed “strict” and “controlling”. Though it is argued that times and our ideals have become more modern and progressive, our dress code policies have certainly not.

For generations, society’s mindset has improved drastically, beginning to wholly support women, people of colour, different shapes, sizes, and everyone in between. However, dress codes at their core have not changed with present times, though they are, on the surface, seen as appropriate, well-meaning, and inclusive.

Dress codes have been shown to cause increases in students grades and school performance averages. Although this is positive for students and schools, there is a cost behind this for parents and guardians. These policies make it much more difficult for both students and parents to buy clothing that children would actually wear, as dress codes are often specific and prohibit most clothing that students are willing to don.

However, the opposite is true as well. Dress code policies are open to interpretation and the final say comes down to school staff and administrators, meaning that students can never be truly sure that they will not be dress coded. On that same note, most clothing that students want to wear clothing that is fashionable would be considered unprofessional anyways. The use of dress codes prepares students for reality and what is expected of them as they age into society.

However, these expectations are not always what needs to be instilled in the mindsets of students, as society can be misogynistic and male-centric, and school clothing policies only perpetuate these beliefs. Dress codes circuitously support sexism, misogyny, and sexual assault directed towards females. School attire policies aid in the preparation of students for future professions. They help ensure that students have experienced clothing restrictions and are knowledgeable on acting according to these policies in any institutions.

However, these same rules that are crafted to help some students often end up discriminating against others. Many dress code policies are guilty of indirectly prohibiting clothing and dress that are symbolic to/are common in certain religions or cultures, thus enraging these groups and straying far away from the intended purpose. Are the benefits of these policies worth more than the costs? Or does the expense on students everywhere outweigh the advantages?

Dress codes are policies enforced in schools in order to prohibit certain clothing items that are deemed inappropriate or offensive. Their intended goal is to keep all students and staff comfortable, and to maintain a positive school climate.

In the 1950’s to 1960’s, positive economic conditions caused a drastic increase in household average income. With this excess income, everyday citizens were beginning to purchase and wear more fashionable clothing, articulating their culture, beliefs, and interests. However, the government was not fond of this new method of self-expression, and eventually began to ban many clothing items.

In the United States of America, dress codes were first established in 1969, in the Tinker v. Des Moines Community School District. A group of high school students had worn black armbands to class, protesting the Vietnam War. This sparked controversy, and became the limit for the community school board. Rules prohibiting certain clothing items were inputted in schools from then on.

More and more schools across the nation and across the world began developing their own clothing bans, which are now collectively referred to as dress codes. Presently, the prohibitions on clothing are not very well received, and students are fighting for more freedom concerning their dress as codes become increasingly specific. However, dress codes do have a number of advantages for not only the school, but the students as well.

Dress codes improve student’s school experience. Studies have shown that students who stress over their appearance are apt to perform worse on cognitive tasks, compared to those that show little to no concern. Attire policies have been shown to increase student’s grades on examinations.

In fact, 46% of TDSB schools state that the purpose of their dress codes is to “support a positive learning environment”. If a student obsesses over their fashion, hair, makeup, and looks, they spend less focus on their academics, clubs, and overall education. With the aid of dress codes, students cease any worry about their looks, as many items cannot be worn anyways.

Students are often bullied because of their clothing, and dress codes help prevent this by limiting the attire that is available for them to wear. Children of lower-income families may not be able to afford popular brands and expensive clothing, which is the main reason why so many students, especially teenagers, are bullied at school. With dress codes banning many items such as ripped jeans and baggy clothes, which are popular styles with name brands everywhere, there are fewer chances for bullying due to attire.

Mental health disorders in students such as depression, low self-esteem, and eating disorders are often accelerated by worries over clothing and appearances. Schools enforcing dress codes can improve the school climate. By restricting certain clothing items, students do not feel the need to don showy or revealing attire to belong, as these pieces are prohibited by dress codes.

It would help prevent students from feeling insecure about their bodies and clothing because they wouldn’t be the only ones not dressed in the latest styles and trends. Mental health issues are common in teenagers, meaning that a great deal should be done to prevent them, which includes dress codes.

The policies that dress codes contain make experiences difficult for parents of schoolchildren, and well as students themselves. The rules are impossibly specific. “Skirts and shorts must be no shorter than 2 inches above the knee” is an incredibly precise policy that is completely unrealistic to measure. Most students don’t have the time to take a ruler to their shorts every morning. It is also inefficient and opens up a multitude of possibilities for students to be punished, which isn’t the aim of dress codes, supposedly.

Parents bear difficulties purchasing clothing for their children, and attire policies cause even more frustration for them. With dress code rules, parents cannot purchase merely any clothing for their children. They also must keep the dress codes in mind and speculate if it follows the policies or not.

In a study of children’s apparel choices, 41% of girls’ clothing in stores marketed towards “tweens”, such as Abercrombie & Fitch Kids, were considered sexual. The more specific the policies, the more irritating and difficult to follow they are for parents. This is time consuming for those who have errands to run, work to do, and a life to live.

The policies have many issues and inconsistencies that make it difficult for students to be positive that they are following the dress code. For example, “the final say in whether a student’s outfit is violating the dress code is subjective”, which is stated by 50% of U.S. schools.

For example, McLouth High School in Kansas, U.S.A. states “shorts and skirts must be as long, or longer than, the longest fingertip. Shorts and skirts that pass this test may still be deemed inappropriate. ” Policies like this make it virtually impossible for students to be completely sureif they are following the dress code, as the end ruling is a teacher or administrators’ opinion. No data or measurements, just a statement that worries students everywhere.

Dress codes are made to keep a professional environment and keep students clean and orderly. Students feel more comfortable in an appropriate environment. If a student was to wear revealing clothing to school, it could make others feel uncomfortable and unhappy. Dress codes prevent the discomfort of students and teachers. Without them, schools would run rampant with clothing enforcing offensive messages, exposing attire, and student displeasure.

Dress codes have the possibility of aiding a positive school reputation. By enforcing dress codes, schools limit the possibly offensive messages that could be delivered by students’ clothing. Schools could be known for having respectful students if they limit the negative messages spread by their pupils, through clothing, actions, or otherwise. Image is what is first seen of the students, and therefore the school, so it is important for the students to possess a clean image.

It is essentially “dressing for success”. Dressing well has the ability to positively affect the morals, attitudes, and work quality of students. Professional dress can lead to confidence. Individuals that are better dressed will often stand taller and project independence. A recent study has revealed that the participants dressed professionally were more likely to think outside of the box and produce creative ideas compared to their poorly dressed colleagues. By schools teaching students how important this is, they position them well for success.

Though dress codes are meant to keep a professional environment, their rules promote sexism and misogyny, even going so far as to encourage rape. Clothing articles that are targeted towards females are often put through dress code policies constantly, much more so than those targeted towards males. 57% of dress code attire bans are towards clothing items marketed to females, such as skirts, leggings, and crop tops, compared to a mere 5% for boys(and 38% to all genders). This only instills the belief that females should be more controlled and have more rules in life than males.

Dress codes and the phrases told to girls to justify the policies often include vocabulary that is demoralizing and blames girls for their actions. The most common words used for dress code policy explanations include “disrupt”, “distract”, “appropriate”, “safe”, “health”, “modest”, and “respect”. Of these words, 76% of dress code policies include the phrase “disrupt” or “distract”, making these two the most common words used to validate the rules.

Often times, they’re used for the 57% of banned clothing marketed towards girls. The use of this vocabulary makes it seem as though a girl should be ashamed of her body, and that female bodies are merely items for males to view and be distracted by. It is unacceptable for these masked discriminations and double standards to slip through the cracks of what is seen as a strong and fair system.

Revealing clothing is frequently banned in school dress codes, however in doing so, it often ends up sexualizing young children, especially girls. Many young girls have their first experience of being shamed for their clothing through school dress codes and at very young ages. It is not appropriate or legal at all for 10 year old girls having to change out of shorts or tank tops because they could be “distracting” to male classmates or, worse, male teachers that are much older than them.

Sexualizing young girls and conditioning others and themselves to believe that they need to change to fit societal views is what guilts women who are victims of sexual harassment and assault, though they should never be held accountable for something of that matter.

Dress codes prepare students for the real world. Many workplaces have dress codes, and having them at schools as well helps students practice this. It teaches students to consider their dress choices in a practical, real sense. Fashion is something that many teenagers are absorbed with, however often in a more shallow sense.

By teaching the need to think broader than just how stylish their clothes are, schools instill this mindset of making pragmatic choices in their students. Schools must always aim to act as a good model for reality, which ensures the future success of their students.

There are often punishments for failure to follow the rules in workplaces. This certainly includes dress codes. For example, if an employee wears ripped jeans to a business-casual office job, they will be “dress coded” by their manager. Further failure to obey rules may even lead to their dismissal.

This is precisely how school dress codes work as well. Failing to follow the dress code would lead to the student being “dress coded” by a teacher or administrator and the punishment could eventually lead up to suspension or expulsion from school. Showing students that there are actual consequences for their decisions teaches them the importance of diligently obeying the rules.

It helps students practice professionalism and how to dress well. How students dress is most other’s first impression, and cleanly dressed individuals give a good impression. It proposes the idea that they are professional and intelligent, while dressing carelessly makes students seem just that- careless.

Clothing with holes and tears, as well as clothing that exposes the midriff are often seen as lazy and unprofessional by employers. By inputting bans on these articles, schools are actively preparing students for a future position in which there is a dress code to be followed.

In their journey to ensure the comfort of everyone at the school, dress codes are often discriminatory and downright offensive to certain groups. African-American students are more likely to be dress coded than any other racial group, especially caucasian peers. Many schools in North America have rules which prohibit natural African-American hair, which is inappropriate and discriminatory towards their culture.

However, there are no rules against any other ethnicity of hair. Studies have shown that girls of colour are much more likely to have their outfits deemed “provocative” and “unladylike” compared to caucasian peers, even when both groups are violating the dress code.

Dress codes often discriminate against people of larger body proportions. Kelsey Anderson, a Missouri teen, wore a long sleeved blouse and long jeans to school one day. She was dress coded. The teacher that dealt with the punishment stated that the reason the teen was dress coded was that “plus size women need to dress accordingly” and that “bustier women need to wear clothing that covers their cleavage”. In other words, she was specifically harassed because she was not considered thin.

Reports show that curvy and busty girls are more likely to be policed for their outfits than thinner and less busty classmates. This blatantly reveals the discrimination towards larger women, and how much harder it is for plus sized women to dress while still obeying the objectivity of dress codes. Many religious practices are disregarded from school dress codes. Muslim women are often penalized for wearing hijabs, which is an important aspect of their beliefs.

Unfortunately, this discrimination follows them outside of the classroom. It affects them in school athletic events as well. Noor Abukuram is an Ohio high schooler, who, in October of 2019, was disqualified from a cross country event in her region. She was sporting a hijab, and though it was formulated especially for athletes, she was eliminated from the event for violating the dress code, after finishing the race. This showcases dress code discrimination against religious wear, despite the fact that it is not offensive or harmful to anyone.

As the bell rings, signifying the start of class, students begin separating from their groups and entering various classrooms. It may seem like an average day, but some students will be dress coded. Some students will have to face embarrassment or suspensions because of it. And a select few may revolt and cause changes in the school dress policies for schools across their board.

Though dress codes have the potential to improve the school climate and student’s school experiences, they often fail to meet these goals. Dress codes place a controlling finger on the student body and causes student frustration. They become fearful of what may happen to them even if they are attempting to follow school dress codes, as failure to follow dress codes can lead to embarrassment at best and expulsion at worst.

This makes their school preparations difficult and more worrisome than they need to be. Dress codes do have a positive aim, which is to keep a professional school climate. Professionalism is important, however, though many schools house professional students, they are also raising ones with sexist mindsets. Dress codes prepare students for reality and their futures. Often, workplaces will have professional dress codes.

Consequences for refusing to follow these policies can even lead to being dismissed from a position. Schools having these same rules ensures that students are aware of the severity of the punishments and how important it is to follow the rules. These same rules that can prepare students so well for reality and their own futures are also largely detrimental to certain groups of students, like students of colour, plus sized students, and religious students.

Dress codes have a variety of pros and cons and it is still controversial on whether the pros outweigh the cons or vice versa. However, reality is that dress codes may not be entirely abolished for some time, and that is something that may have to be dealt with on both sides.

Works Cited

Almasy, Steve, and Natalie Johnson. “Texas Parents Sue School Officials They Say Used Sharpie to Cover Son’s New Haircut.” CNN , Cable News Network, 21 Aug. 2019, 17 Feb. 2020, www.cnn.com/2019/08/20/us/texas-haircut-sharpie-lawsuit/index.html.

Green, Dennis. “It turns out that dressing well can actually make you more successful.” Business Insider, Business Insider, 5 Aug. 2017, 21 Feb. 2020,https://www.businessinsider.com/dressing-for-success-actually-works-2017-7

Heller, Susanna. “A Teen Was Reportedly Told She Violated Her High School’s Dress Code by Being ‘Busty’ – Now She’s Seeking Legal Action.” Insider , Insider, 13 Sept. 2017, 17 Feb. 2020, www.insider.com/teen-called-busty-plus-size-dress-code2017-9.

“Muslim Teen Athlete Disqualified in Ohio Race over Hijab.” BBC News , BBC, 25 Oct. 2019, 17 Feb. 2020, www.bbc.com/news/world-us-canada-50186728.

Showalter, Sandi Kelly. “The Importance of Dressing Professionally.” Career Trend, Career

Trend, 3 Sept. 2019, 21 Feb. 2020, https://careertrend.com/facts-5136548-importance-dressing-professionally.html

“The Sexualized Messages Dress Codes Are Sending to Students.” The Pudding , n.d, 17 Feb.

2020, www.pudding.cool/2019/02/dress-code-sexualization/.

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I really love the wording and points that you made!

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Response: ‘If They’re Learning, I Don’t Care What They’re Wearing’

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The new question-of-the-week is:

How should schools handle student-dress codes?

School dress codes are often disliked by students for many reasons, and many teachers aren’t big fans of them, either.

Today’s column will consider different ways to approach the issue.

You might also want to explore The Best Resources For Learning About School Dress Codes

Here are responses to the question from Kelly Wickham Hurst, Jennifer Orr, Bill Ivey, Amy Sandvold, and Steven Goodman. You can listen to a 10-minute conversation I had with Jennifer, Bill, Kelly, and Jax Morgan, the student-body president at the school where Bill teaches, on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Response From Kelly Wickham Hurst

Kelly Wickham Hurst is a 23-year educator, classroom teacher, and administrator who founded Being Black at School in 2016. BBAS is an advocacy organization that uses frameworks and data to assist schools in being more equitable. She’s a mom of six and grandmother of two and lives with her husband in Springfield, Ill.:

Good gravy, this was the bane of my existence as an administrator. Schools should check their biases and aim for a feminist-friendly version of any dress code that doesn’t shame girls. Problems are caused when the adults are policing girls in ways they aren’t doing for the boys. If they’re learning, I don’t care what they’re wearing.

Response From Jennifer Orr

Jennifer Orr has been an elementary school classroom teacher for 20 years in Title I schools in northern Virginia:

The quick answer to this question is that schools should handle student-dress codes in a way that is respectful to the students. This is true both in the creation of the dress code as well as in the implementation of it. In addition, dress codes should be created and implemented in ways that are not biased. Bias in dress codes often impacts female students as well as students of color far more than others.

Take a look at your school or district’s dress code. Is the language gendered? Do you find words like “cleavage,” “sexually provocative,” or “low cut” in the policy? Are there requirements around the size of straps on dresses or shirts or the length of skirts, dresses, or shorts? If so, your dress-code policy needs a review. Those words, phrases, and requirements are overly focused on girls’ clothing.

The negative impact such dress codes have on girls’ beliefs about themselves and about their bodies is one of the reasons this must change. Dress codes that focus on girls’ bodies as distractions to males—codes which exist in elementary schools and apply to children as young as kindergarten—are teaching girls that their bodies are shameful. That is an unacceptable message to be sending to young girls.

Bias in dress codes is not just about gender. Students of color are often found in violation of school and district dress codes because of their hair. Black children who have hair extensions or who wear their hair naturally have been punished. Too often, dress-code policies are created by white administrators and reflect a very Western view of physical presence and presentation.

Resolving dress-code issues results in students feeling shamed and/or angry as well as in instructional and learning time lost. If a dress code is thoughtfully created, it must also be thoughtfully implemented. Conversations with students about dress-code violations should be handled privately, rather than in front of peers. Solutions should be available that do not require students to go home or spend extended periods of time in the school clinic in order to be ready to rejoin their classes.

The best way to ensure that a school or district’s dress code is respectful to students is to involve them. Create a survey for all students to take asking what should be included in a dress code and what should be the solutions to dress-code violations. Form a committee that includes a diverse group of students to be a part of creating the final dress code and to revise it as needed over time. Students should have a voice in the decisions made about them. Dress-code policies are a fairly simple way to begin including student voice and input in school decisions.

Response From Bill Ivey

Bill Ivey is the middle school dean at Stoneleigh-Burnham, a feminist girls’ school:

Since I work in a girls’ school , you might think dress code wouldn’t be all that big an issue. You’d be partly right—we don’t have to deal with the heteronormative nonsense about girls being distracting to boys if they show their shoulders, or collarbones, or whatever. But the underlying “slut-shaming” attitudes in our society that lead to that sort of nonsense affect our dress code, too—hem length for skirts and shorts, strap width for tops, and so on.

Early this year, two girls came to me wanting to spearhead a serious revision of our dress code. They felt it was objectifying and shaming, and that it went against the feminist, girl-positive mission our school has set for itself. This no doubt echoed some of the discussions we had about our dress code four years ago when the girls were in my Humanities 7 class. Among their stipulations both now and back in 7th grade: The world isn’t perfect, hierarchies should not be applied to people, and people should have an equal opportunity to choose their clothes without being judged. We did some strategizing, and they went forth to think about next steps.

Two years ago, another Humanities 7 class invited me to do Focus Question work (individual research, essay-writing, and presentations related to the theme question of a student-designed unit) alongside them. I chose for my Focus Question, “Is a feminist dress code possible and, if so, what would it look like?” My research showed that not only are middle and high school girls being told to cover up , so are kids are young as 5 . Moreover, dress codes can lead to discrimination. Black girls being disciplined (even suspended or expelled) for wearing natural hair. Students being disciplined for wearing clothing generally associated with a gender different from the one assigned to them at birth. And so on.

My research also included taking a survey of students, teachers, and parents at different schools. I asked how people defined feminism, what they felt was working and wasn’t in their schools, and whether they thought a feminist dress code was possible. General consensus was that feminism is at root about gender equity, dress codes were problematic nearly everywhere, and a feminist dress code might be possible but might also be a contradiction in terms.

I came to believe that, were my school to try and create a feminist dress code, we would first need to affirm a genuine commitment to using an intersectional feminist lens. Then, we might create a committee including students, faculty, and parents, representing a diversity of gender, race, sexuality, class, abledness, and more. That group could seek input from all constituencies regarding the principles behind an effective dress code, settle on specific core principles, and build a new dress code around those principles—seeking input all along the way.

If that final dress code matched my own feminist vision, it would read something like this: “All members of the community should dress in a manner that enables them to focus safely on their work.” Simple, gender neutral, respectful of multiple cultures and of different families’ financial resources. No one would be objectified, and the only outside judgment call would involve safety, for example in certain chemistry labs or for athletics.

I know those kids have been doing their best to facilitate a deep dive into our dress code. Faculty members are behind this idea. Where it will lead, I can’t yet tell. But I know we are at least having the right conversations now. That is, at a minimum, a step in the right direction.

Response From Amy Sandvold

Amy Sandvold is a best-selling author and has more than 25 years in teaching and leading. Her books include The Passion-Driven Classroom , co-authored with Angela Maiers, and The Fundamentals of Literacy Coaching , co-authored with Dr. Maelou Baxter. Sandvoid has been both an elementary and middle school principal, curriculum director, and literacy coach. Amy blogs about how writing workshop can be fun at https://amysandvold.wixsite.com/teacheriniowa . Follow Amy on Twitter @TeacherinIowa:

Oh, the headaches! Should shirts be tucked and pants belted at all times for both boys and girls? Should socks be visible above the shoe? Are hooded sweatshirts offensive and banned from the hallway? Do you get the ruler out and measure hemlines the old school way? Are students sent to the office to call home if their shirt has the wrong logo or if they have too many piercings (if allowed)? Can student-athletes sport a beard during baseball season?

These questions are real issues I have been faced with as a school principal in a private system and as a teacher in a high-poverty school. They seem ridiculous when you read them. If left undefined or unanswered, however, they become real issues in schools that will eat away at instructional time. Here are some solutions to keep instruction and learning as the focus instead of piercings and pants.

Be inclusive: Involve parents and the school board. Include parents from all represented cultures in your school system on an advisory committee to the school board. This group ensures that the dress code is culturally sensitive. When administrators and teachers have school board support, it is much easier to be the enforcer when a student violates the dress code.

Be informed: Know your dress code and why you have it. Is it an equalizer so all students wear the same uniform? Is it a tradition in which you are representing your school by looking polished and prep school worthy?

Be consistent: Do not allow exceptions. Go all in or do not have a dress code. This will be a challenge if a school dress-code rule has been changed or added. It can be confusing if the code is constantly changing from year to year. Consider placing a five-year rule that the code remains untouched.

• Be compassionate: Have a plan for assisting families and students that need financial assistance. Highland Elementary School in Waterloo, Iowa, (my wonderful school), has a uniform closet. The family-support specialist, Timina Micou, discreetly and privately helps students always have what they need. Teachers know the procedure for helping their students get what they need without shaming or drawing attention.

Following these three suggestions creates a schoolwide approach to handling student-dress-code issues and will save the principal, teachers, and parents from many preventable headaches!

Response From Steven Goodman

Steven Goodman is the founding director of the Educational Video Center in New York City. For more than 35 years, he has offered award-winning social-justice documentary workshops for students from underserved communities and professional development for teachers. Goodman writes extensively on youth media, critical literacy, and education reform for numerous publications and is the author of the new book It’s Not About Grit: Trauma, Inequity and the Power of Transformative Teaching (Teachers College Press: 2018):

Student-dress codes are causing controversy in schools across the country. Girls have been punished for wearing ripped jeans, leggings, short shorts, tops with both collarbones and shoulders showing, prom dresses that show “excessive” cleavage or with slits that expose the upper thigh, bras with the straps showing, and for not wearing a bra. Black female students have been punished for dress-code violations including wearing braided hair extensions, dreads, head wraps, and even wearing their hair naturally. Boys have been prohibited from wearing sagging pants, hats, and any clothing or backpacks with gang-related colors or symbols or clothing that displays messages that promote drugs and alcohol.

School authorities often say that focusing students more on their studies than on their fashion creates a safer, more serious school environment with reduced promiscuous behavior, harassment,and gang violence and improved academic achievement. Many students argue that these policies are racist and sexist, shaming girls for their bodies and black students for their hairstyles. They claim that these policies convey the messages that girls can control themselves but boys can’t, that girls are “asking for it” if they wear certain clothing and need to hide their bodies so as not to “distract” the boys or be harassed by them.

As protests arise over such dress-code policies and school leaders look for effective strategies for resolving them, this much is certain. Student voices must be heard throughout the process of discussing and updating student-dress codes. Students should participate in a dress-code committee or task force with teachers and administrators where discussion is facilitated with active listening protocols. Students can also be engaged in an in-depth youth participatory-action-research project as part of an English or social studies class or after-school club. They will learn real-world skills investigating the gender, racial, legal, and educational context of the problem and publicly presenting their research findings and recommendations for discussion by students, staff, administrators, and the broader school community.

Students can conduct surveys and interviews with students, staff, parents, and administrators asking such questions as:

• What impact do you think that student dress has on school safety and student academic achievement?
• What experiences have you or anyone you know had with dress-code violations?
• What values, judgments, or stereotypes do you feel the current code may have concerning the body image of girls, people of color, and LGBTQ students ?
• What changes, if any, would you recommend to create a fairer and more equitable dress code?

After interviewing their peers about their experiences, students exploring the issue in greater depth may also research:

• The origins of modern student-dress codes and why schools have them.
• The 1969 Tinker v. Des Moines Supreme Court decision and subsequent cases that affirm students’ civil liberties to express themselves with their clothing in school and also limit those liberties by the “material or substantial disruption” they may cause .
• The evidence that either supports or questions the impact of student-dress codes in reducing student violence or improving student academic achievement.
• Student-dress codes that do not reinforce racial and gender stereotypes developed by other schools across the country that can be used as models.

Involving diverse and informed student voices in this public debate will not only produce a more just and equitable dress code with buy-in from diverse school stakeholders. It will also build a more engaged, student-centered school climate and culture in which students know they are being listened to and are creating new knowledge that makes a real difference in the life of their school and beyond.

Thanks to Kelly, Jennifer, Bill, Amy, and Steven, and to Jax, for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Dress rehearsal: how uniform codes prepare students for life beyond high school.

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This article is one of the winning submissions from the New York Post  Scholars Contest , presented by  Command Education .

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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Letters: Jumping to conclusions on Rogers dress code

Jumping to conclusions on rogers dress code.

Nowhere in the proposed dress code policy does the word “pajamas” appear.   

Rogers High School’s Student Integrity Board and academic advisor have spent the past school year studying and modifying the NPS dress code policy. The goal was to move the policy from the negative – what they cannot wear – to the positive and what they  can  wear. The “pajama” controversy is a distraction, a talking point that Newport This Week heard and, as they are want to do with anything relating to Newport Public Schools, blew out of proportion.

The new dress code will end over-policing of the female students’ bodies. It will provide easier guidelines for the faculty and staff, and it will cut down on dean referrals and reduce lost classroom time. As a Rogers parent and a member of the School Committee, I have been speaking with the students. The students feel this policy gives them a voice in decision-making, making them feel heard and valued. It gives them autonomy. The students do not think pajamas will be an issue, and it’s frankly insulting that adults think so little of their decision-making and sartorial choices to turn this into an issue. And if the policy isn’t working down the round, it can be changed.

It appears that a lot of the negative reactions are from people who are not in our schools, have not seen the new policy, and are making snap decisions from a news article in Newport This Week that does not properly represent the new policy.

What message are we sending our students? “Use your voice!” (Students use their voice) “Wait, no, not like that!” We can either trust the student to the occasion and use this new student-led policy to empower themselves, or we can tell them we do not trust them to make decisions about their own clothing (within the guidelines of the dress code). The latter will only continue to send the message that the adults in Newport do not value student input and voices.

The proposed policy was sent to students, faculty, and parents for feedback. It has been vetted, and it aligns with existing policies throughout the country.  I thank the students for taking the lead and hope in the future they continue to look at student policies and bring changes to the School Committee.

Kendra Wilson Muenter, Newport School Committee

What's going on with the Newport City Council

It seems like no one else wants to say it so I will. The current mayor of Newport and Councilor Mark Aramli don’t have the residents of our city’s best interest when it comes to their decision making and I would like to suggest to all Newport voters that we not make the same mistake again. The first strike was trying to bring a lobbyist in from Providence, one of his buddies if I had to guess and now wants to bring in some random guy to be the city manger who has exactly as much experience as I do running a city. None.

When we see the ideas come up that don’t align with what works best for the city it’s time to take action and remove the problem and these problems started shortly after two newcomers took office. The noise level is growing around Newport and people are openly wondering what’s going on with the City Council and you don’t need to look very far to see why.

Hans Bogaars, Newport

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Stormy Daniels as We Had Never Seen Her

During her time on the stand in former President Donald J. Trump’s criminal trial, the adult entertainer dressed for history — and a jury.

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By Vanessa Friedman

Vanessa Friedman has written often about how self-presentation shapes credibility in the courtroom.

There is a certain irony to the fact that the most consequential role Stormy Daniels, the adult entertainer at the heart of the Trump criminal trial , may ever play is taking place off screen. There are no cameras allowed in the courtroom where she is a crucial witness, as she tells her story of her sexual encounter with Mr. Trump and the hush-money payment and the nondisclosure agreement his fixer arranged to keep her silent.

That means that on Tuesday, the first day of her testimony, the watching world could catch only glimpses of her as she left State Supreme Court in Lower Manhattan. She was in all black, in a scoop-neck jumpsuit with cropped black trousers, chunky high-heel boots and a long shawl-like cardigan with a hood enveloping her now famous body. Her blond hair was caught up in the back with bits escaping to shield her face, and she was wearing black-frame glasses and little makeup.

On Thursday, when her cross-examination resumed, she was obscured by the same dark cloak, though underneath was a plain green dress. She wore her hair down and a necklace her daughter had made.

Ms. Daniels has often been discussed as the most colorful part of the case — the bringer of salacious detail, the source of the juicy tell-all. The defense has portrayed her as a money-chasing, fame-obsessed self-promoter. But in her court appearances she didn’t look particularly colorful. She looked the opposite.

While her messy hair and subdued makeup may have suggested a lack of calculation, however, the jumpsuit she was wearing on Day 1 was the same jumpsuit she wore in her cameo in the 2021 film “ Bad President, ” a satire in which Donald Trump sells his soul to the devil to win the 2016 election. Given that the actual Mr. Trump was sitting across the courtroom from her, that’s quite a subtext.

In her presentation in court, as in so much else, Ms. Daniels has refused to conform to expectations.

Why does it matter?

Ms. Daniels is a singular figure in a singular case. In any trial, how a witness looks plays a meaningful role in how his or her testimony is received, in court and in the court of public opinion. In this case, it informs how Ms. Daniels and what she says will be judged: by the jury, by the public and, later, by history.

This is especially true for a witness like Ms. Daniels, whose mere job description — porn actress or stripper or adult entertainment writer-director-actor or all the above — comes with a host of deep-seated cultural and social associations and age-old moral levies that shape expectations long before any words are uttered.

As her story emerged in the news, followed by her book “ Full Disclosure ” and a documentary (not to mention assorted comic books), and as she was adopted as a figurehead by the anti-Trump resistance and appeared on “ Jimmy Kimmel Live ” and “ Saturday Night Live ,” she has embraced her own caricature as a means to subvert preconceptions, often with humor. There are more than 100 different items of Stormy merch on Redbubble alone.

Even before Ms. Daniels was called to the stand, an image of her that purported to be taken on her way to the courthouse had taken off online, showing her in a blue dress speckled with a toadstool print — a reference to a somewhat pointed passage in her book about Mr. Trump’s physiology. The photo had been doctored to include the mushrooms , but it reflects how much Ms. Daniels’s body and what she puts on it has become a symbol of her story — and an opportunity for derision and mockery, or for applause.

This is exacerbated in the spotlight of the witness chair, where conventional wisdom has it that, as Richard T. Ford, a professor at Stanford Law School and the author of “Dress Codes: How the Laws of Fashion Made History,” said: “Women, especially when involved in any accusation or scandal involving sex, should dress in a conservative and demure style. Juries tend to trust women who seem modest and chaste.” The basic suit is the default solution.

When it comes to a porn star and stripper, however, the costumes of “modest and chaste” may seem less credible than contrived — may, in fact, undermine her testimony rather than enhance it. The last time Ms. Daniels was in court, when she sued Mr. Trump for defamation in 2018, she chose a more conventional lavender suit with a simple black blouse and wore her hair loose and curled — and lost.

According to Debra S. Katz, a founding partner at the law firm Katz Banks Kumin and a civil rights lawyer who represented several of Harvey Weinstein’s accusers, dressing generically is important, but ultimately, conveying “authenticity” matters most. Ms. Katz said that in her experience with the Manhattan district attorney’s office during the trial of Mr. Weinstein, the prosecutors did not suggest what witnesses should wear, lest the result seem too manufactured, but left the choice to them and their counsel. As a witness, you want a jury to believe you are telling the truth, so everything about you should suggest honesty, telegraphing the sense that they are seeing the true version of you.

This may be especially relevant when it comes to Ms. Daniels, who has never fit easily into any specific slot in the spectrum of female stereotypes, which run the gamut from the angel and the nun to the floozy and the fallen woman. Since she came to general attention in 2018 after allegations of her encounter with Mr. Trump surfaced, she has refused to apologize for her chosen profession or renounce it. Rather, she has presented herself as a self-made woman who built a business on what she had at hand. That is not an accident.

Ms. Daniels is not only a performer but also a director and a writer. She understands the power of narrative structure and the telling detail — especially the telling detail of clothes, as her testimony about Mr. Trump’s satin pajamas reflects.

When she appeared on “60 Minutes,” she did so in a buttoned-up pink blouse and skirt, looking sort of like the executive next door. When she was on “ The View ,” she wore a long-sleeve blouse that tied with a bow at the neck and was covered in a skull print. She is willing to challenge the narrative. Now she is doing it yet again, using her appearance to stymie attempts to paint her as any identifiable “type.”

The question is whether the jury will be convinced.

Vanessa Friedman has been the fashion director and chief fashion critic for The Times since 2014. More about Vanessa Friedman

Our Coverage of the Trump Hush-Money Trial

News and Analysis

Custodial witnesses, who are used to authenticate documents and events, have provided some of the more ordinary testimony in the trial, discussing FedEx labels, Sharpie usage and stapling protocol. Here’s how they’ve affirmed the basic facts  of it all.

Donald Trump, the onetime president, and Stormy Daniel s, the longtime porn star, despise one another. But when Daniels returned to the witness stand at Trump’s criminal trial, his lawyers made them sound a lot alike .

Justice Juan M. Merchan ended a long day of testimony by issuing a blistering ruling from the bench  denying a request for a mistrial, marking the second time in days that he rejected an attempt by one of Trump’s lawyers to seek a mistrial,

More on Trump’s Legal Troubles

Key Inquiries: Trump faces several investigations  at both the state and the federal levels, into matters related to his business and political careers.

Case Tracker:  Keep track of the developments in the criminal cases  involving the former president.

What if Trump Is Convicted?: Could he go to prison ? And will any of the proceedings hinder Trump’s presidential campaign? Here is what we know , and what we don’t know .

Trump on Trial Newsletter: Sign up here  to get the latest news and analysis  on the cases in New York, Florida, Georgia and Washington, D.C.