Millions of young baby boomers lived through the 1950s high school dress codes. They were strict in many places. And teens did many things to break them and rebel against them. The thumbnail shows a woman with a "Bullet Bra", one of the ways high school girls in my school tried to rebel.

In most ways, attempts by parents, school officials, church leaders, and political leaders, to restrict teenage dress provided the perfect foil for teenage rebellions. I lived through those dress codes and although I was not a clothing rebel, I supported those who were.

I can remember high school assistant principals (they were the code enforcers) measuring skirt length and hair length. If it wasn't right, you got sent to the principal to sit in his office until you agreed to end your "clothing rebellion." I decided to make this video because of the huge response my 1950s Hicksville Long Island high school clip has provoked. I grew up at the very time this film was being presented just one town over in East Meadow/Levittown Long Island, New York.

The 1950s dress codes in schools reflected the broader societal norms and expectations of decorum and conformity of the post-war era. These codes were generally designed to reinforce traditional gender roles, promote discipline, and create an atmosphere of respect and seriousness towards education.

Dress codes for boys typically required them to wear trousers, collared shirts, and sometimes ties. Jeans and T-shirts were often prohibited during school hours. Hair was expected to be short and well-groomed.

Girls were often required to wear skirts or dresses that fell below the knee. Blouses were to be modest, and trousers or jeans were usually not allowed. Hairstyles were expected to be neat and not overly elaborate.

Dress codes were seen as a way to instill discipline and respect for the institution. A neat and orderly appearance was equated with a disciplined mind and behavior.

Uniform or semi-uniform attire was thought to minimize distractions in the learning environment, allowing students to focus more on their studies rather than on fashion or socio-economic differences.

The dress codes mirrored the conservative societal norms of the time, emphasizing traditional gender roles and expectations.

Individual defiance, while symbolically powerful, often resulted in disciplinary action without leading to systemic change. However, these acts of defiance could accumulate over time, contributing to a broader questioning of dress codes.

High school students who did not follow the dress code in the 1950s, and in many subsequent decades, faced a range of disciplinary actions depending on the school's policies and the era's attitudes towards discipline.

Initially, a student might receive a verbal or written warning for a first offense or a minor violation. This would often be accompanied by an explanation of the dress code policy to ensure the student understood the expectations.

For repeated offenses or more severe violations, students might be given detention. This could involve staying after school, coming in early, or giving up lunchtime to serve the detention period.
Schools often involved parents or guardians if a student repeatedly violated the dress code. This could include phone calls, letters, or meetings to discuss the student's attire and seek parental support in enforcing the dress code.

In some cases, students were sent home to change clothes if their attire was deemed inappropriate or disruptive. This was both a punishment and a measure to ensure compliance with the dress code.

Although less common for dress code violations alone, suspension could occur in more severe cases, especially if the student's attire was part of broader behavioral issues or if the student was defiant about changing their behavior.

Students might be excluded from extracurricular activities, social events, or graduation ceremonies if their dress code violations were part of a pattern of non-compliance or seen as undermining school authority.

The consequences of not following the dress code were intended to reinforce the importance of adherence to school policies, respect for authority, and the maintenance of a conducive learning environment. However, as societal norms and attitudes towards individual expression evolved, so too did the enforcement and nature of dress codes, with many schools adopting more flexible policies to accommodate diversity and personal expression.

Boys began to grow their hair longer, challenging the clean-cut standards of the previous era. Wearing jeans and T-shirts to school became a form of protest against conformity.
Girls started to challenge the skirts-only policies by wearing trousers or jeans. The mini-skirt, which became popular in the mid-to-late 1960s, also tested the limits of acceptable school attire.