CCC Objective Shifts to Supporting Student Wellbeing

By ISABEL EVANS, ADELLE PITTS, MARVIN SHIM, and FORREST ZENG

The Community Conduct Committee (CCC) at Exeter is the primary organization that handles cases of misconduct on campus. Recent changes in the CCC process, as well as recent cases connected to substances, reflect changes in the CCC’s approach towards rule violations as an opportunity for student growth.

When a misconduct case is taken to the CCC, the student enters a thorough process involving discussions with the administration, other students, and faculty involved in the CCC. During a CCC meeting, the student in question presents their side of the incident and invites their advisor and another student to speak. Each reference can be asked questions by the student and faculty panel in the room, after which a decision is made by the faculty panel. The committee acknowledges reports from teachers, faculty friends, and advisors before deliberating on one of three usual outcomes: probation, community restoration, or withdrawal. Whichever decision the CCC comes to is final. 

While daunting, the main purpose of the CCC process is to not only affirm the code of conduct, but also to provide students with opportunities for support. “Our community conduct process affirms our values as a school, holds students accountable for conduct that contravenes our values and rules, and provides opportunities for students to learn from their mistakes and rebuild trust,” said Principal Bill Rawson.

“I don’t think it’s just disciplinary,” CCC faculty panel member David Rhee said. “The CCC might be perceived as disciplinary and I realize why it is such. But it is also finding how to help the students. The student needs to be successful here. The CCC is not just discipline, it’s a support system.”

Annually elected student panel members play a significant role in the decision-making process of the CCC as well. “A lot of times, our conversations with the students are trying to understand where they are coming from,” said upper and student CCC member Chloe Richards. “The student panel works to understand the student’s thought process in order to better contribute to the ultimate discussion.” 

In recent years, the CCC has engaged in more significant conversations about mental health and training its members in that scope. C. Richards said, “​​We talk a lot about mental health, and it’s been a tricky topic to figure out. But in the past few years, mental health has been more topical.”

“Five years ago, the faculty approved several significant changes to what was then called the ‘discipline system,’ Dean of Residential Life Carol Cahalane explained. “The name change highlights a refreshed approach that asks students to take responsibility for their restorative work by requiring them to examine the impact of their choices on themselves and others.”

She added, “We have made several improvements over the past five years, such as adding more details about the process to The E Book, adding more regular training for CCC members, and providing more guidance for advisers, students’ friends, and faculty friends.”

Instructor in Theater and Dance Robert Richards echoed, “Traditionally, we haven’t necessarily focused on mental health, but as we become more progressive and more aware, we should also become more honest and hopefully more caring, because that is part of what can make this a better school. There’s a greater awareness of mental health issues on campus, and I think that needs to continue.”

The CCC often works with the Academy’s Counseling & Psychological Services (CAPS), drawing advice and training from them. “We had CAPS counselors come in to talk with us about very specific things. The bottom line is that we are more supportive than disciplinary,” Rhee said.

In comparison to previous years, the CCC’s recent approach is more constructive and supportive. Former Dean of Residential Life A.J. Cosgrove expressed,“It’s my personal belief that the CCC’s decision-making is way more measured. It is much more careful and respectful of the students than it used to be.”

Recent changes to the disciplinary system reflect how the Academy intends to help students more after their cases. “We moved to a system containing three levels, with levels two and three used to address major rule violations,” Cahalane said. “We also added two new responses: Dean’s Warning and Community Restoration, with the latter only used at Levels Two or Three.”

Cosgrove added, “I think people have looked at what it means to discipline a student in a much more understanding and helpful way, especially in substance use cases.”

Breaches of alcohol and substance abuse are major offenses to the E Book, Exeter’s code of conduct. Contrary to popular perception, the number of substance-related CCC cases has not changed significantly in the last few decades.

“I certainly haven’t noticed any particular trends in the CCC over the 30 years that I have worked here,” Cosgrove said. “Our youth risk survey results show that our usage is well below the national average. The majority of students are respectful of our rules and make healthy decisions.”

Cases brought in front of the CCC concerning substance violations range widely. R. Richards described, “Each case is different or unique to itself, and that’s one of the great strengths of the process; each case is viewed and discussed, sometimes at enormous length. [It entails] hours and hours of conversation.”

In line with their changing approach to other violations, the CCC has started to view substance-related cases not through a punitive, but rather through a restorative mindset. “[The Academy is] looking to allow students to show that they can change their behavior. That’s why so many kids get placed on either community restoration or probation,” Cosgrove said. “[The CCC] is offering an opportunity to prove that one can make changes in their life so that this kind of negative behavior does not continue to impact themselves and the community.”

C. Richards recalled that “When a student arrives at the CCC, it is their chance to explain to us their side of the story. They can include as much or as little as they want. Students will often include a lot about mental health and what personally brought them into the situation.”

“However,” she continued, “our decision usually comes down to what the facts are and what we are allowed to do. We’re working in the future to be able to have more wiggle room and to take into account a lot more about mental health.” 

After cases concerning substance use, students are referred to the Academy Student Assistance Program by the CCC to support healthier behavior. This program involves discussions with many support groups, including CAPS. As Rawson said, “Many adults on campus—deans, advisers, counselors, and health educators—are working in their areas of responsibility to educate students on these issues.”

“Students caught using substances mandatorily have to attend the assistance program, where they meet with their counselor,” Cosgrove said. He mentioned that the Dean of Students Office also participates in supporting students involved in substance violation. 

Overall, while the CCC does impose disciplinary actions in response to violations of the E Book, it has also become a system that seeks to support students after their cases. This is especially true when it comes to mental health and substance violations. R. Richards expressed, “You have people with good hearts. Teachers, staff, administrators, and counselors, they all genuinely care about the students.”