Building School and Teacher Capacity to Eliminate the School-to-Prison Pipeline

Abstract

The school-to-prison pipeline (STPP)—disproportionately impacting students of color— involves a set of interactions between and among children, youth, their families, school personnel, other service providers, and gatekeepers to such outcomes as incarceration or college. Educators can, through their interactions with and expectations for students, contribute significantly to negative outcomes or lead the charge toward more positive outcomes. In this article, the authors first examine four factors that amplify the pipeline to prison, which if addressed effectively by educators can reduce it while creating alternative pathways to success. They then provide concrete suggestions for bolstering educator and school capacity to eliminate the STPP and implications for teacher preparation.

A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

“…Creating a culture of health in school depends on integrating other interlocking systems to include the family and community. Increasing dialogue between school personnel and parents to talk about issues of race and racism cultivates a culture of respect and trust . A vital aspect of such change efforts includes sharing evidence on school suspension to guide discussions on reducing bias and improving decision‐making.…”

“…The Supporting and Responding to Behavior published by the US Office of Special Education Programs proposes positive behavioral interventions that emphasize fair consequences, de‐escalation, alternative learning opportunities where both teachers and students learn how to model other ways to deal with conflict can begin to address the root causes of racial inequality in school suspension . A review of school practices that lead to declines in school suspension found students were less like to engage in truant and delinquent behavior when they perceived teachers as fair and felt valued . Working with school professionals in addressing their biases to respond to culturally and racially diverse youth in valuable ways potentially improve student‐teacher relationships and increase school connectedness .…”

“…CFL provides teachers with professional development plans and coaches for modeling emotional regulation, applying positive reinforcement and redirecting inappropriate behaviors. Research demonstrates schools report higher rates of student engagement and more positive interactions between students and teachers when they improve how school personnel and students manage conflict and emotional de‐escalation …”

“…Increasing dialogue between school personnel and parents to talk about issues of race and racism cultivates a culture of respect and trust. [59][60][61] A vital aspect of such change efforts includes sharing evidence on school suspension to guide discussions on reducing bias and improving decisionmaking. Integrating families and other community partners in implementing school improvement plans have several benefits.…”

Avoid Simple Solutions and Quick Fixes: Lessons Learned from a Comprehensive Districtwide Approach to Improving Student Behavior and School Safety

“…1,2 Students want to attend safe schools where they can learn; families want their children to attend safe and productive schools; teachers, staff, and administrators want to work in safe environments that minimize distractions; and public policy mandates safety and achievement. The frequent response to the lack of school safety and the presence of student disorder is control-oriented approaches that include surveillance through technology, punishment, and exclusionary discipline.…”