The School-to-Prison Pipeline: From School Punishment to Rehabilitative Inclusion

Autor/in	Mallett, Christopher A.
Titel	The School-to-Prison Pipeline: From School Punishment to Rehabilitative Inclusion
Quelle	In: Preventing School Failure, 60 (2016) 4, S.296-304 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1144554
Schlagwörter	Punishment; Zero Tolerance Policy; School Policy; School Districts; Elementary Secondary Education; At Risk Students; Correctional Institutions; Institutionalized Persons; Court Litigation; Behavior Standards; Suspension; Expulsion; Rehabilitation; Positive Behavior Supports; Student Behavior; Delinquency; Faculty Development; Intervention + Suchen Sie Ihr Suchwort? Bestrafung; Schulpolitik; School district; Schulbezirk; Jugendstrafvollzug; Rechtsstreit; Ausschluss; Schulausschluss; Relegation; Student behaviour; Schülerverhalten; Kriminalität
Abstract	The zero tolerance policy movement across most of this country's school districts significantly limited school personnel's disciplinary alternatives for students who break rules on campus. This has resulted in millions of primary and secondary age students who have experienced suspension, arrests, and for some, expulsion. Within the student population a small number are most at risk for being captured within what has been ubiquitously called the "school-to-prison pipeline," sometimes targeted by authority figures, and prone to recidivism. These school punishments are significant risks, if not direct referrals, for juvenile court involvement. Often the discipline rules set forth by school districts--student codes of conduct--allow no flexibility in discipline alternatives outside of suspensions and expulsions. However, increasing evidence is finding that these discipline codes can be modified to include rehabilitative alternatives--Schoolwide Positive Behavior Interventions and Supports (SWPBIS), socioemotional learning, professional (teacher) development, and restorative practices--while actually improving the school environments and making schools safer for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01