Statement of Commissioner Gail Heriot in the U.S. Commission on Civil Rights Report: Beyond Suspensions: Examining School Discipline Policies and Connection to School to Prison Pipeline for Students of Color with Disabilities.

2019 ◽  
Author(s):  
Gail L. Heriot
Keyword(s):  
Civil Rights ◽  
Students Of Color ◽  
School Discipline ◽  
School To Prison Pipeline ◽  
Discipline Policies ◽  
The U.S ◽  
School Discipline Policies

The School-to-Prison Pipeline

2021 ◽  
pp. 21-35
Author(s):  
Mark R. Warren
Keyword(s):  
School Discipline ◽  
White Supremacy ◽  
Analytical Framework ◽  
Security Measures ◽  
Systemic Racism ◽  
School To Prison Pipeline ◽  
Discipline Policies ◽  
And Control ◽  
School Discipline Policies

Chapter 1 offers an analysis of the school-to-prison pipeline as the modern incarnation of a system of white supremacy based upon the mass criminalization of Black and Brown communities. It documents the rise of the school-to-prison pipeline in zero-tolerance school discipline policies and the increasing presence of police and security measures in schools. The school-to-prison pipeline is more than a set of well-intentioned but misguided school discipline policies that require reform. Rather, it represents an interlocking system of racial domination and control that keeps communities of color poor and lacking in power. It signifies the current version of the historic effort to maintain white supremacy by denying education to African Americans and criminalizing generations of young people of color and their families. This larger analytical framework of systemic racism is important because it establishes the need for a racial and educational justice movement to dismantle it.

Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

2018 ◽  
Vol 34 (5) ◽  
pp. 707-734 ◽  
Author(s):  
Kaitlin P. Anderson ◽  
Gary W. Ritter
Keyword(s):  
Black Students ◽  
White Students ◽  
School Discipline ◽  
Behavioral History ◽  
Policy Makers ◽  
Level Data ◽  
Discipline Policies ◽  
To Receive ◽  
Disciplinary Consequences ◽  
School Discipline Policies

It is well documented that Black students are more likely to receive expulsions and suspensions than their White peers. These disparities are troubling, but researchers and policy makers need more information to fully understand the issue. We use 3 years (2010-2011 through 2012-2013) of state-wide student- and discipline incident-level data to assess whether non-White students are receiving harsher disciplinary consequences than their White peers for similar infractions and with similar behavioral history. We find that Black students received more severe (longer) punishments than their White peers for the same types of infractions, but that these disproportionalities are primarily across rather than within schools.

What should we do with school bullies?

1996 ◽  
Vol 6 (S1) ◽  
pp. 71-76 ◽  
Author(s):  
Ken Rigby
Keyword(s):  
School Discipline ◽  
Training Programs ◽  
Central Issue ◽  
Prosocial Behaviour ◽  
Human Relations ◽  
Discipline Policies ◽  
Human Relations Training ◽  
Bullying And Harassment ◽  
School Discipline Policies

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.

A Statewide Study of FAPE and School Discipline Policies

1998 ◽  
Vol 32 (2) ◽  
pp. 108-114 ◽  
Author(s):  
Gretchen Butera ◽  
Holly Klein ◽  
Lynn McMullen ◽  
Brenda Wilson
Keyword(s):  
School Discipline ◽  
Discipline Policies ◽  
School Discipline Policies

Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline

2020 ◽  
Vol 42 (3) ◽  
pp. 171-178 ◽  
Author(s):  
Stacey Dutil
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
School Discipline ◽  
Change Agents ◽  
The United States ◽  
Critical Race ◽  
Social Emotional ◽  
School To Prison Pipeline ◽  
Trauma Informed ◽  
Trauma Informed Practice

Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.

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