From Classroom to Courtroom: Principals’ Questioning Practices and Perceptions of Student Confessions

• In Event: Schoolhouse Interrogations: Current Practices and Perceptions

Abstract

Students disciplined for misconduct at school face an increased risk of legal system contact. Research on how principals question students to determine their guilt or innocence before discipline is lacking. Yet, principals are being trained in accusatorial, confession-driven interrogation methods that increase false confessions, especially from youth. This study will examine how principals question students accused of misconduct and their perceptions of confessions from students. Data is currently being collected from U.S. public high school principals recruited through the National Association of Secondary School Principals, and direct invitations via state Department of Education email lists. Participants will report their knowledge of youth’s developmental vulnerabilities in interrogation, prior training, frequency of questioning, use of specific tactics (e.g., minimization), and student confession frequency. They will also evaluate a vignette involving a student accused of either vandalism (criminal) or cheating (non-criminal) who either confessed or denied, then report their discipline decisions. Analyses will focus on differences in questioning practices and tactics based on training and developmental knowledge. Further, it is expected that harsher discipline will be given in criminal and confession conditions compared to non-criminal and denial ones. Results will be discussed in the context of best practices for questioning youth at school.

Authors

• Talley Bettens, George Mason University

• Allison Redlich, George Mason University