Executive Summary
This policy brief endeavours to scrutinize the pervasive and concerning phenomenon of the above subject in California, which entails students’ disposition from educational institutions to the juvenile and criminal justice systems. The issue is particularly pernicious among low-income students and those belonging to minority ethnic groups. The propagation of policies and practices that exacerbate this trend, such as zero-tolerance policies, exclusionary discipline, and criminalization of student behaviour, perpetuates and reinforces the racial discrimination and inequity prevalent in the US education system. To tackle this burgeoning issue, the brief proffers two prospective policy options that can be adopted, including restorative justice implementation practices and trauma-informed approaches. Both approaches underscore the significance of prioritizing the needs of students and families over the inclination toward punitive measures and criminalization.
Moreover, they endeavour to cultivate a nurturing and secure learning environment for all students, which is essential to mitigate the harmful impacts of the school-to-prison pipeline. The brief concludes that alternative discipline and student behaviour approaches can help reduce disciplinary incidents and improve academic outcomes. The policy recommendations require a significant commitment of resources and support from all stakeholders involved, including policymakers, educators, and community leaders. Through collaborative and concerted efforts toward achieving a more equitable education system, California can embark on a journey toward ameliorating the school-to-prison pipeline and fostering an environment where all students have a fair and honest chance to succeed.
Background
This policy brief delves into the school-to-prison pipeline, a phenomenon observed in California where pupils are forced out of schools to join criminal and juvenile justice systems. This trend is not novel as it has historical underpinnings in the systemic racism and inequalities that have plagued the education system in the US. Current policies and practices, notably zero-tolerance policies, exclusionary discipline, and the criminalization of student behaviour, have aggravated this predicament, exacerbating its harmful impact on students’ lives (Welsh & Little, 2018). The issue is policy relevant since it has significant social and economic consequences, including perpetuating the cycle of poverty and incarceration and the marginalization of low-income students of colour. It is necessary to implement alternative approaches to discipline and student behaviour, such as restorative justice practices and community-based interventions, that prioritize the needs of students and families over punishment and criminalization.
Identification of Policy Problem
The phenomenon has emerged as a pressing policy predicament that has captured the nation’s attention in recent times. It is marked by a common trend whereby students, primarily those hailing from low-income and marginalized backgrounds, are steered away from the corridors of learning and instead routed toward the corridors of the criminal justice system. Empirical evidence establishes the magnitude of this issue, with data revealing that students of colour are disproportionately affected by the pipeline. For example, studies indicate that African-American students are more likely to be suspended than their white counterparts, while Latinx students are also subjected to stringent disciplinary measures. The stakeholders affected by this policy problem include students and their families, educators, law enforcement officials, policymakers, and the broader community. The disruption of educational opportunities and the perpetuation of poverty and incarceration impacts students and their families. At the same time, educators are burdened with implementing punitive policies that do not address the root causes of misbehaviour (Marchbanks et al., 2018). Law enforcement officials are tasked with responding to incidents that could be better handled through alternative interventions, and policymakers must grapple with the need to reform a broken system. The economic and social costs of the pipeline, including increased spending on the criminal justice system and the loss of human potential, impact the broader community. Addressing the school-to-prison pipeline in California requires a multifaceted approach that prioritizes the needs of students and families, promotes restorative justice practices, and ensures that all students have access to a safe and supportive learning environment.
Analysis and Discussion of Policy Options
The incorporation of restorative or rehabilitative measures and the embracing of trauma-informed techniques are a pair of prospective policy alternatives that may effectively handle this issue. Restorative justice practices aim to repair the harm caused by student behaviour rather than punishing students. This approach involves bringing together the student, the victim, and relevant stakeholders to discuss the effects of the learner’s behaviour and develop strategies for repairing damages. Restorative justice has been shown to reduce suspension and expulsion rates and improve school climate (Augustine et al., 2018). This policy option would benefit students and their families by providing a more supportive and equitable school environment. It would also benefit educators by reducing the need for disciplinary action and improving student engagement. However, law enforcement officials may feel that restorative justice needs to provide more accountability for student behaviour.
On the other hand, trauma-informed approaches recognize the impact of trauma on student behaviour and provide a supportive and safe environment for students. This approach involves training educators to recognize and respond to trauma and providing support services for students who have experienced trauma. Trauma-informed approaches have been shown to reduce suspension and expulsion rates and improve academic achievement (Dotson, 2018). This policy option would benefit students and their families by providing a more supportive and equitable school environment. It would also benefit educators by reducing the need for disciplinary action and improving student mental health (Prins et al., 2022). However, policymakers may need more time to allocate resources toward implementing these approaches.
Both restorative justice and trauma-informed approaches have the potential to address the issue of STPP in California. It is important to recognize that implementing these policies requires a significant commitment of resources and support from all stakeholders involved. By prioritizing the needs of students and their families and working collaboratively towards a more equitable educational system, we can address the STPP and ensure that all students have the opportunity to succeed.
Conclusions and Recommendations
The school-to-prison pipeline is a pressing and crucial matter that mandates immediate attention and concerted action from policymakers, educators, and community leaders. Prevailing policies and practices within the educational realm tend to sustain the stigmatization and criminalization of student conduct, particularly impacting students from underprivileged communities of colour. To address this issue, we recommend adopting alternative discipline and student behaviour approaches, such as restorative justice practices and community-based interventions. These approaches prioritize the needs of students and families over punishment and criminalization, promote positive behaviour, and foster a supportive and safe environment for learning. The approaches have also been shown to reduce disciplinary incidents and improve academic outcomes.
In considering the recommendation, various approaches’ potential benefits and drawbacks were weighed, including the use of exclusionary disciplines such as expulsions and suspensions and the presence of police officers in schools. The analysis suggests that these approaches have limited effectiveness and are associated with negative outcomes, such as increased dropout rates, incarceration, and involvement in the criminal justice system. In contrast, restorative justice practices and community-based interventions address the root causes of student behaviour, promote positive social-emotional development, and support academic success. Therefore, policymakers, educators, and community leaders are urged to prioritize adopting alternative approaches to discipline and student behaviour in California schools. This requires a systemic change in the educational system and a shift in mindset from punishment to support and restoration.
References
Augustine, C., Engberg, J., Grimm, G., Lee, E., Wang, E., Christianson, K., & Joseph, A. (2018). Can restorative practices improve school climate and curb suspensions? An evaluation of the impact of restorative practices in a mid-sized urban school district. RAND Corporation. https://doi.org/10.7249/RR2840
Dotson, S. M. (2018). Reducing exclusionary discipline: Alignment of administrator and staff perceptions and implications for the work. Washington State University. https://rex.libraries.wsu.edu/view/pdfCoverPage?instCode=01ALLIANCE_WSU&filePid=13350047080001842&download=true
Marchbanks, M. P., Peguero, A. A., Varela, K. S., Blake, J. J., & Eason, J. M. (2018). School strictness and disproportionate minority contact: Investigating racial and ethnic disparities with the “school-to-prison pipeline.” Youth Violence and Juvenile Justice, 16(2), 241–259. https://doi.org/10.1177/1541204016680403
Prins, S. J., Kajeepeta, S., Hatzenbuehler, M. L., Branas, C. C., Metsch, L. R., & Russell, S. T. (2022). School health predictors of the school-to-prison pipeline: Substance use, developmental risk, and resilience factors. Journal of Adolescent Health, 70(3), 463–469. https://doi.org/10.1016/j.jadohealth.2021.09.032
Welsh, R. O., & Little, S. (2018). The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches. Review of Educational Research, 88(5), 752–794. http://www.jstor.org/stable/45277293
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