Abstract The purpose to this paper is to determine the pros and cons about implying school uniforms. I want everyone to know that there are two ways to view if school uniforms should be implied to every public school. There are two sides to the story, but when it comes to picking one over the other, it's your decision to make. I will explain every detail about why schools should or should not have uniforms. In this case. I am having difficulty choosing a side because I agree with both, but everyone has a different perspective. The issue of use of uniforms in public schools has produced a lot of discussion in the recent years.

A high number of key stakeholders in the educational sector think that uniforms may reduce negative conduct that is connected to student dress such as school violence, absenteeism, teasing and gang related activities. The main argument that opponents are advancing is that uniforms get in the way of students right to choose dress, violating their right to speech. While public schools have always had policies on dress code, there is a need to evaluate whether uniforms in public schools have any significance.The practice of requiring public school students to wear school uniforms began during the 1990s. Proponents argued that school uniforms led to better academic Bible believers need to support interventions that work to eradicate violence in schools. Although school uniforms may have been originated from Catholic schools and English schools, isolated American school districts used school uniforms prior to the 1990s; however, President Clinton’s speech was a catalyst for a nationwide school uniform movement. It was under Clinton’s administration the Manual for School Uniforms (U.S. Department of Education, 1996) was developed to help schperformance, (b) higher attendance rates, (c) lower crime rates, and (d) improved discipline. There is a need for students to behave while at school in order to learn the material being presented. The Bible teaches in 1 Chronicles 19:13 that people should behave themselves valiantly; however, few Christians in public schools model this type of behavior.

Opponents to school uniform policies have argued that requiring school uniforms violated students’ rights, has no effect on school violence, and has no direct bearing on academic achievement (Dussel, 2005). Research on this topic has addressed many issues, including the effectiveness, or lack thereof, of school uniforms on violence prevention, finances, and school climate (“Benefits of School Uniforms,” 1999; Boutelle, 2008; Chen, 2008; DaCosta, 2006; KonheimKalkstein,2006; Mancini, 1997; U.S. Department of Education, 1996; Walmsley, 2011; West, Tidwell, Bomba, & Elmore, 1999). In 1986, Cherry Hill Elementary School in Boston became the first U.S. public school to adopt and enforce a school uniform policy. The policy was adopted for the purpose of reducing clothing costs and curbing social pressures. A newsletter entitled 17 Communicator, published by the National Association of Elementary School Principals in 1996, quoted Cherry Hill Principal Geraldine Smallwood as reporting (a) increased attendance, (b) reduced suspensions, (c) less frequent fighting, (d) increased test scores, and (e) improved school performance after students began wearing school uniforms.

This type of school improvement began a wave of interest in school uniform policies in public schools (DaCosta, 2006; KonheimKalkstein,2006). In 1995, Long Beach, California, became the initial large urban school district to mandate school uniforms for kindergarten through eighth grade. As other schools followed suit by adopting school uniform policies, 37 state legislatures empowered local districts to determine their own policies. School districts began adopting school uniform policies because research indicated that they (a) prevented violence, (b) improved school climate, and (c) helped parents save money (KonheimKalkstein,
2006). Under the direction of President Bill Clinton, the federal government demonstrated an understanding of the improvements in discipline to be gained from implementing a school uniform policy. In his inaugural address, President Clinton claimed that school uniforms could benefit public education (“Public School Uniform Statistics,” 2010). Specifically, President Clinton claimed that requiring students to wear uniforms “would help promote security in schools and would be safe attire for children. The school uniform could protect children from exterior violence. As simplistic as it may seem, the argument was effective in propagandizing uniforms in public schools” (Dussel, 2005, p. 192). Genesis 6:11 teaches that violence is associated with corruptness. Noah 19 had to deal with a society with much violence, as people’s imaginations were continually on evil. Noah was faithful to preach for 120 years, and the violence and evil imaginations of humanity were judged by God, who destroyed the world with a flood. Gangs often have signature colors that they wear, which can create difficulty in schools. Colors of clothes have had varied meaning throughout history. The accusers of Jesus put a scarlet robe on him while they mocked him (Matt.27:28) because a robe was a symbol of a king. They also put a crown of thorns on His head and a reed in His hand and then bowed their knee as if He were royalty. What those mockers did not know is that Jesus is King of Kings and Lord of Lords and will one day rule this world with a rod of iron (Rev. 19:15). He will return triumphantly on a white horse, and the saints will be with Him, riding on white horses, clothed in fine linen, white and clean. The white clothes are a symbol of how our soul is washed clean when we ask Jesus to forgive us of our sin and by faith believe that His death on the cross was payment for our sin.

Similarly, but in a negative fashion, certain clothing colors can indicate gang affiliation and create a dangerous school environment for students. Implementing a school uniform policy in schools could help reduce the number of violent crimes and 20 prevent children from being beaten up for their clothes or for wearing a certain color. They could also be protected from having their clothing stolen. School uniforms that have a school logo and are the same color are particularly favorable to help provide a safe environment. When outsiders are in the building of a school that has a uniform policy, it is easy to identify them by their clothes, especially if the policy only allows one color shirt to be worn. Furthermore, wearing baggy clothing to school and concealing weapons or other illegal items can be quite easy. If a school uniform policy were put in effect, this problem could be eliminated (“The Benefits of School Uniforms,” 1999). In the United States, school uniform policies emerged from different ideologies than those in place in Argentina. Although Americans pride themselves on diversity and independence, school uniform policies have existed for decades in both public and private schools. Originally, in the United States, “uniforms were used for the schooling of minorities (Native Americans, women) as a way of rigorously training unruly bodies and of learning other aesthetic and bodily dispositions” (Hesapcioglu & Meseci Giorgetti, 2009, p. 179). Dussel
(2005) established a further connection between ethnicity and school uniform policies in the United States: 28 Ethnic difference has had great implications in the political system, the social structure and education. There was, until the 1960s, at least in the southern states, a segregated school system for African Americans and white Americans. People tend to think that, given this diversity and individualism, school uniforms never existed in American schools. But, despite this widespread opinion, there have been several experiences of uniform code policies both in public and private schools. However, President Clinton’s 1994 appeal for uniform policies was a turning point, as many schools took his advice to heart and instituted uniform policies (Dussel, 2005).

A school uniform intervention can instill a sense of satisfaction and pride in those students in need of structure. Other benefits include (a) character development, (b) a positive atmosphere conducive to learning, and (c) school security. In some schools, students begin to wear school uniforms the first day of school at an early age. In these schools, all students know are school uniforms, and wearing uniforms may give younger students a sense of belonging (“Benefits of School Uniforms,” 1999). The advantages of a policy that requires students to wear a school uniform are debated and the leaders of school systems must look for what is best for all students. Parental Involvement in School Uniform Policy Implementation In addition, obtaining a uniform may help students respect and not discriminate against each other. James 2:3 gives an example of discriminatory behavior: “And ye have respect to him that weareth the gay clothing, and say unto him, Sit thou here in a good place; and say to the poor, Stand thou there, or sit here under my footstool” (KJV). This type of cruelty may be avoided with the implementation of a school uniform policy. However, low income families have especially felt that school uniforms would only be a financial burden (Kelly, 2009; “School Uniforms,” 1999; West et al., 1999). School uniforms may place a financial burden on families who shop at discount stores for their children’s clothes if the discount stores do not carry the required clothing items (Pakhare, 2007). In addition, Pakhare (2007) claimed that because parents would need to buy additional clothing for students to wear after school and on the weekends, the amount of money a family would spend on clothing would actually double if a school uniform policy were enacted.

While the cost of uniforms varies, several schools have implemented programs to assist families in financial need (KonheimKalkstein,2006). Matthew 14:16 teaches that it is right for us to help those that are in need. When someone is in need, leaders should organize methods of support from the community to help families; this would especially apply at the beginning of the school year, when families are hit with many school related financial burdens. Businesses, churches, and civic organizations should be considered resources to financially help those families who are in need or have multiple siblings in school. School districts have utilized financial assistance from the community when a 33 school uniform policy has been implemented (Kelly, 2009). This type of community involvement makes the transition to a school uniform policy easier as it demonstrates commitment to the intervention. While the number of public school districts across the United States that require students in grades K12 to wear school uniforms has increased because of benefits previously discussed, many Christian schools require students to wear uniforms as well 35 and do so for purposes far different than those of public schools. Christian education is necessary because of human traditions and worldviews that are not focused on Christ. It is this mentality that the effective leader is combating when school uniforms are proposed. In addition, utilizing a school uniform policy can foster attitudes that are essential for developing leadership qualities among students. Building leadership qualities early in life can be an asset to future endeavors. Proponents of School Uniform Policies The decision of whether to adopt school uniforms has created a great deal of debate over the past few years. When students are required to wear school uniforms, they might feel as if they have lost their identities (Boutelle, 2008; Pakhare, 2007; Sasson, 2007), while some believe that school uniforms create equality among students. Others 36 believe that school uniforms can create a climate of confidence for many students, which can improve the learning atmosphere of the educational facility (Boutelle, 2008; KonheimKalkstein,2006; Mancini, 1997). Many reasons supporting school uniform policies have also been offered: (a) Uniforms help save students and parents time in the morning, (b) they stop feelings of jealousy among students, and (c) they help decrease behavior infractions. A tone is set for a proper work attitude: Teachers can focus on teaching and students on learning
(Mancini, 1997; Sasson, 2009). Furthermore, the U.S. Department of Education (1996) identified the following benefits of school uniforms: (a) reducing violence and theft, even life threatening situations, among students over designer clothing or lavish sneakers; (b) helping prevent gang members from wearing gang colors and insignia at school; (c) instilling students with discipline; (d) helping parents and students resist peer pressure; (e) helping students concentrate on their school work; and helping school officials recognize intruders who come to the school. According to Mancini (1997) and Lumsden (2001), school uniforms lead to students having (a) increased respect for teachers, (b) fewer distractions, (c) amplified self-worth and poise, (d) decreased overall attire costs, and (e) encouragement of team spirit. In the late 1990s, many schools adopted school uniform policies. Several factors contributed to this adoption, including (a) fashion trends of the 1990s, (b) challenges of enforcing a dress code, (c) the emergence of gang activity and crime in the schools, and (d) the appeal of high priced, brand label clothing for the teen market. Faced with these obstacles, some public schools opted to implement a school uniform dress policy as a solution to combat some of the ever present problems afflicting their systems (Brunsma, 2006; Brunsma & Rockquemore, 1998).

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