Can restorative justice disrupt the ‘school-to-prison pipeline?’

Schiff, Mara

doi:10.1080/10282580.2018.1455509

Cited by 66 publications

(47 citation statements)

References 40 publications

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“…Indeed, many states and school districts are examining alternatives to suspensions and expulsions including those targeting school and classroom cultures and environments (e.g., PBIS, restorative justice), strengthening teachers' behavioral management skills, and providing stress and emotion regulation skills (e.g., meditation) to students. There is some evidence that these alternatives have led to reductions in suspensions and expulsions [72][73][74][75].…”

Section: Discussionmentioning

confidence: 99%

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

Bettencourt

Gross

et al. 2017

J Urban Health

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Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life.

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Section: Discussionmentioning

confidence: 99%

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

Bettencourt

Gross

et al. 2017

J Urban Health

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“…Lavalley and Johnson (2020) identify structural racism, discrimination, and unjust practices within educational systems disproportionately affecting Black Americans. The utilization of occupational reconstruction responds to problematic and systemic issues through a state of awareness and engagement, such as restorative justice practices (Schiff, 2018). An example of a restorative justice initiative within U.S. educational systems is the School-Justice Partnership (2020), which was initially funded and sponsored by several justice and human rights organizations, such as the Open Society Institute and Atlantic Philanthropies.…”

Section: Anti-racist Occupationsmentioning

confidence: 99%

“…The advocacy work of these organizations garnered federal support from the US Department of Education (DOE) and Department of Justice (DOJ), and has led to the implementation of restorative justice practices nationally. Through the support of these types of justice based practices, the evidence and transformation reflected: 1) decreased racially disproportionate outcomes of suspensions, 2) adaptation to socially/culturally relevant curriculum, and 3) the establishment of a restorative school climate (Davis, 2019;González et al;Schiff, 2018).…”

Section: Anti-racist Occupationsmentioning

confidence: 99%

A commentary on occupation, injustice, and anti-black racism in the United States of America (Lavalley & Johnson, 2020)

Dunbar-Smalley

Washington

2020

Journal of Occupational Science

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This invited commentary further explores the viewpoints offered by Lavalley and Johnson (2020), and deepens the analysis of collective and anti-racist occupations. The intent is to illuminate several contextual examples with a broader occupational science lens to further understand the interrelationships of racism, anti-racism, and occupation. This is done utilizing other key occupational science literature, as well as supportive social science work. Through the review of this profound work, we offer article highlights, followed by a discussion of supporting literature. We conclude by offering descriptions of anti-racist occupations, inclusive of occupational reconstructive practices, that offer a path forward.

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“…Students of color are often more likely to be "differentially selected for discipline consequences" (Gregory et al, 2010, p. 62), and African American and Latino students, especially, are subject to extreme punishment for less than extreme behavior. In fact, in the U.S., African American students are consistently suspended and expelled at rates two to three times greater than other students (Mitchell, 2014;Porter, 2015;Schiff, 2018;Skiba, 2014); "Black students are more likely to be suspended for discretionary reasons, rather than they committed infractions where suspension was mandatory punishment" (Nelson, 2015, para. 13); and "school administrators are three and a half times more likely to suspend African American students than White students, even for the same non-violent offenses" (Porter, 2015, p. 59).…”

Section: Introductionmentioning

confidence: 99%

Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices

Wandix-White

2020

JCSR

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Disciplinary practices teachers use in their classrooms frequently result in life-altering consequences for students who are historically marginalized and struggling to meet normalized standards of academic success. Research suggests teachers often lack the skill needed to connect with students, manage their classrooms, and administer corrective action that is equitable, reasonable, and effective without being excessive and detrimental to the student’s future. This disconnection and lack of judgment is frequently attributed to 1) the cultural mismatch that exists between the majority U.S. teacher who is a young, White female, and the growing diverse population of students; 2) teachers’ deficit view of students of color, their families and communities; and 3) deficient pre-service teacher training that does not equip future teachers with the culturally relevant pedagogical skills needed to meet the needs of today’s students. Employing the qualitative research methods of interactive interviewing and parallel stories, an African American, veteran teacher and a young, White pre-service teacher explore the topic of disciplinary practices at the intersection of race, ethnicity, and a classroom culture of care in the k-12 U.S. classroom.

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Can restorative justice disrupt the ‘school-to-prison pipeline?’

Cited by 66 publications

References 40 publications

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

The Costly Consequences of not Being Socially and Behaviorally Ready to Learn by Kindergarten in Baltimore City

A commentary on occupation, injustice, and anti-black racism in the United States of America (Lavalley & Johnson, 2020)

Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices

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