Introduction Each profession presents the appropriate moral requirements for people who have chosen it and gives rise to specific moral choices. Professional ethics concretizes general moral norms and assessments that determine a person’s attitude to their professional duties and the people with whom they interact according to their occupation. There are certain types of human activity where extremely high moral requirements are imposed on the people who are professionally engaged in it, with the education sphere being one of them. In this paper, the case will be analyzed regarding the ethics of the profession outlined by Shapiro & Stefkovich and Freire’s oppressive social structures. Zack’s ideas of race ethics, social justice, and equality and Furman’s community ethics concept will also be discussed in the essay. The Relevant Ethical Issues The situation under consideration demands tough decisions from a school teacher, Ms. Smith, in conditions of the zero-tolerance policy traditionally established at her workplace. Shapiro & Stefkovich (2016) admit that the school leaders were trained in business and military practices in the past. Therefore, hierarchy, abiding by the laws and standards specific for these spheres were transmitted to the school functioning. It explains Mr. Jackson’s approach to discipline at North High School from the case (Burger & Levinson, 2016). The principal was guided by the ethics of law, rights, and justice in making moral decisions. However, these frames fail to assist in solving many ethical issues at school, where a synthesized approach is needed. In this case, the zero-tolerance policy approved by Principal Jackson appears to spread injustice and has devastating consequences for students, as Wesley’s future now depends on Ms. Smith’s decision as a professional and a member of society. According to Shapiro & Stefkovich (2016), the professional ethics is the combination of ethics of critique, care, and justice. Thus, ethics of critique “enable all children, whatever their social; class, race, or gender, to have opportunities to grow, learn and achieve” (Shapiro & Stefkovich, 2016, p. 15). The ethics of care suggests appealing to every ethical problem considering all the circumstances and lasting impact of a decision (Lindemann, 2019). From a care ethics point of view, love, support, and social ties can outweigh laws. Finally, justice is defined by Strike et al. (2005) as the realization of the principle of equal respect, which is to guarantee unconditional respect for every individual. All these aspects are advised to be born in mind while addressing ethical dilemmas at school. Strict discipline policy adopted at school encourages racism by letting punish minority students unjustly and unethically for conduct that could be more successfully addressed with more humane methods. Hence, the ethics of race is also relevant to the case. Zack (2015) offers her approach to terminating unfair treatment of minorities with a set of requirements to society and government, one of the most important of which is to demand from every individual and institution to act so as to acknowledge every person’s life as valuable regardless the race and nationality (requirement 11). Additionally, Zack’s race ethics foc