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What is disruptive?

"Disruption," as applied to the academic setting, means behavior that a reasonable faculty member would view as interfering with normal academic functions. Examples include, but are not limited to:Ìý

• Persistently speaking without being recognized or interrupting other speakers
• Behavior that distracts the class from the subject matter or discussion
• In extreme cases, physical threats, harassing behavior or personal insults, or refusal to comply with faculty direction (see the )

Civil expression of disagreement with the course instructor, during times when the instructor permits discussion, is not in itself disruptive behavior and is not prohibited.

Some disruptive students may have emotional or mental health struggles. Although such students may be considered as having a disability and are protected under the Rehabilitation Act/ADA, they are held to the same standards of conduct as any student.

According to the university , prohibited student conduct includes:

• Materially and substantially interfering with, obstructing, or disrupting normal university activities such as teaching, research, or meetings.
• Failing to comply with the direction of university staff who are performing their duties.

Strategies for handling classroom disruptions

Managing classroom behavior can be challenging. Online resources are available andÌýÌýcanÌýtalk through problems that arise.

The Center for Teaching and Learning offersÌýa range of excellent resources including consultations and workshops. The Office of Institutional Equity and Compliance (OIEC) ´Ú²¹³¦¾±±ô¾±³Ù²¹³Ù±ð²õÌý²õ°ì¾±±ô±ô²õ-²ú²¹²õ±ð»åÌý·É´Ç°ù°ì²õ³ó´Ç±è²õÌýand provides thisÌýGuide for Establishing Course Expectations and Managing Classroom DynamicsÌýto support effective classroom management.​

What happens when you report?

When a faculty member contactsÌýÌýregarding a classroom disruption, their staff determines if a policy violation occurred (common violations might include preventing the class from occurring or disrupting the ability of the faculty to proceed with class, direct or indirect threats, andÌýabusive conduct).

If the disruption is not an immediate policy violation, the SCCR advises that the faculty provide feedback about the student’s behavior, re-assert expectations around classroom discussion, participation, or email communication, deduct participation points, or ask the student to leave class. SCCR can also do an informal outreach to the student to offer the opportunity to discuss the incident and their faculty member’s expectations.

Should the behavior continue after the faculty member has documented that they addressed it, the SCCR can begin a formal conduct process because the student may be charged with violating policy by not complying with directions from a university official.