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In this chapter, the authors begin by describing the experiences of one family with the school-to-prison pipeline, seeking to elucidate its causes and illustrate its damaging effects on real people. Next, they analyze the success of two dropout recovery programs that are dismantling the school-to-prison pipeline. They identify and describe five key qualities that explain the success of these programs, including: a casual, family-like atmosphere with a close-knit community; creative responses to chronic absenteeism; extreme patience and flexibility in the classroom; innovative programs that hook student interest and provide a means for students to heal from past trauma; and wrap-around services, including heavy advising, for all students. Finally, the authors share their theory of pedagogical and institutional plasticity, an overarching philosophy and practice that provides a framework for creating safe, trauma free schools that serve all youth with spaces of healing and empowerment.

In this paper, the authors examine how a charter high school in a large upper-Midwest city is successfully serving students who have not succeeded in the traditional school system and are in danger of experiencing the school-to-prison pipeline. The school accomplishes this through its enactment of five key qualities: 1. A casual, family-like atmosphere; 2. Commitment to a small, close-knit community; 3. Creative responses to absenteeism; 4. Extreme patience and flexibility in the classroom; 5. Innovative, trade-focused programs. The authors also examine the central challenges the school faces as it works to serve this group effectively. The paper describes an overarching model for serving adolescents who have had adverse childhood experiences (ACES)-a philosophy and practice of pedagogical and institutional plasticity.

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