Sanger High School has revamped its lunch detention policy, turning it from an informal meeting, to a structured reflection period aimed to help students learn from their mistakes. Now, students assigned to lunch detention must complete a written reflection, answering questions about why they received detention, which school expectations they violated, and how they can correct their behavior in the future.
Vice Principal Lisa Barnes, who oversees lunch detention, explained that the change wasn’t entirely new but rather a reinstatement of a previous practice.
“In the past, students could sit with friends, be on their phones, and it didn’t feel like much of a consequence,” Barnes said. “Now, the reflection piece makes it a more meaningful experience.”
The writing requirement encourages students to consider how their actions impact themselves and others. For instance, a student who frequently arrives late might reflect on how waking up five minutes earlier could help them avoid detention in the future.
Barnes noted that while students aren’t necessarily excited about the new rule, most comply without resistance.
“I think kids get it,” Barnes said. “They understand why they’re there and that they have to take responsibility for their actions.”
The new structure also includes clear guidelines: no technology use during detention, only paper-and-pencil assignments, and a check-in system that allows students to grab lunch before reporting to their assigned space. Students are released eight to ten minutes before the end of lunch to give them time to prepare for their next class.
While some students may not love the policy, Barnes has seen positive results. “Our numbers are a lot lower now,” she said. “For those who were just waking up late all the time, it’s happening less and less. It’s making a difference.”
Teachers and administrators support the change, believing that reflection fosters accountability and growth. English teacher Holidae Vig praised the approach, saying, “Writing is a great form of learning, reflecting, and understanding. It is GOOD FOR YOU!”
Nathan Ely, an American Government teacher, echoed this sentiment.
“I feel that students need to be held accountable for their actions,” Ely said. “Having them write during detention helps them reflect on what they did wrong and hopefully prevents them from making the same mistake again.”
Students have mixed feelings about the change. “I think it makes sense,” said Leonardo Cortez, a sophomore. “If you get in trouble, you should have to think about why, and writing can help with that.”
Sophomore, Arlene Silva, suggested that a conversation with a teacher might be even more beneficial.
“Writing is okay,” Silva says, “but I feel like talking about it would help more.”
Despite differing opinions, the goal remains the same: to shift detention from a punishment to a learning experience. As Barnes put it, “We want students to walk away understanding what they did, why it matters, and how to avoid it in the future.”
For now, Sanger High students will have to write their way through their wrongs—one reflection at a time.
