Uniforms Should Be Made Mandatory at High Schools

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School uniforms in high schools are becoming increasingly popular across Canada. In fact, most school boards are positive towards making uniforms mandatory. Uniforms at high schools should be mandatory. Can uniforms really make a difference in a student's academic performance? Of course, they can. First of all, uniforms create an atmosphere of equality at school. When worn by all students, uniforms reduce the gap between the rich and the poor and therefore, promote equality. Moreover, in the absence of uniforms, the wealthier students tend to look down and shun the poorer students as it gives them a chance to flaunt their wealth. For instance, other students mock at a student who does not keep up with the latest fashion, because he/she cannot afford it. However, introduction of uniforms gets rid of this problem because all the students wear the same clothes to school and no one has a reason to mock at the poorer students. Consequently, equality and freedom are established in the schools. Reduction in economic differences, as a result of wearing uniforms, creates an environment of equality at high schools. In addition to promoting equality, uniforms also decrease the violence levels at high schools and improve discipline. School uniforms play a major role in reducing potentially dangerous altercations among students. Many unsuspecting and vulnerable students unknowingly wear gang-coloured or gang-affiliated clothes to school. Mandatory school uniforms can bring an end to students being mistaken for members of rival gangs and being hurt for the sake of gang-members defending their territory. A survey conducted by Statistics Canada between 1992 and 1995 in Ontario high schools shows that 91 percent of incidents involving crime and police interventions in schools took place where uniforms were not mandatory. Furthermore, uniforms help school officials in detecting intruders like drug dealers who come unwelcome into the school. Thus, uniforms reduce violence at high...
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