School To Prison Pipeline

School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement (Elliott, Hamburg, and Williams 1998). Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools (Peterson, Larson, and Skiba 2001). In addition, the No Child Left Behind Act of 2001 (P.L. 107-110) emphasizes the importance of safe learning environments by requiring schools to have a safety plan in place and to fund programs and practices intended to prevent and reduce violence in schools. 1

I remember the first time I wanted to kill myself. It was the day of what was supposed to be a fun game of football between two teams of freshman high school students. During the game, a play was called in the huddle, and our quarterback pointed to me and said, "I'm gonna throw the ball to you. Period." Running my 10-yard curl pattern to perfection, I was wide open when the pigskin found its way through my nervous hands, bounced off of my body, and landed on the ground. Hustling back to the sideline, I'll never forget the look of disgust in my coach's laser-focused eyes, which effectively served to burn away any remaining shreds of self-confidence that my mom had worked to instill in me. This was the first time that I entertained ideations of suicide, which on the surface may sound like a drastic response to one missed catch and disapproving stare. What lies beneath the surface, however, was a mentally scarred and emotionally broken child. My story, unfortunately, is not unique. There are countless numbers of juveniles whose adverse child experiences fester untreated, resulting in ripples of negative effects on their emotional, psychological, and physical development. Like many kids growing up in impoverished communities and under-resourced schools, I experienced trauma prior to high school. This included losing my father at a young age to gun violence, losing childhood friends to the same, and experiencing other forms of trauma. I was a troubled child. Yet, I won't posit here that the social norm of drug and crime-infested neighborhoods predetermined my many run-ins with police and subsequent arrests as a juvenile. Those facts did, I'll submit, heavily impact my social imagination and, therefore, my decisions that landed me in trouble time and time again.

The abstract for "Pipeline from School to Prison describes how disciplinary actions in U.S. schools can lead to severe criminal justice consequences for children, including handcuffing and incarceration for behaviors such as classroom disruption. The paper highlights that the U.S. leads the world in both incarceration rates and the number of juveniles incarcerated, including many serving life sentences without parole, which contrasts sharply with international standards like those in China. The abstract emphasizes the harshness and systemic issues of the U.S. juvenile justice approach, illustrating the devastating impact of policies that criminalize youth behavior and disproportionately affect marginalized children, contributing to a broader social crisis known as the school-to-prison pipeline.

Purpose: Although California school discipline policy changes over the past decade have resulted in significant drops in suspension rates, scholars have found that racial disproportionality in punitive discipline persists for Black, Indigenous, and at times Latinx students. This study utilizes racial capitalism as an analytical framework to examine the mechanisms and justifications for racially disproportionate discipline across three distinct California political economies. Research Methods/Approach: Drawing on a subset of qualitative comparative case study data of five schools taken from a larger 5-year study of 31 schools in 17 California districts with distinct racial and economic composition, we investigate

Juvenile delinquency remains a pressing challenge in educational systems worldwide, undermining school safety, student well-being, and academic achievement. This paper explores the pivotal role of educational leaders - principals, administrators, and policy-makers in designing and implementing proactive strategies to curb delinquent behaviors and foster a positive school climate. School leaders can address the root causes of delinquency, including social inequities, peer influence, and lack of mentorship by leveraging transformational leadership, restorative justice practices, and collaborative stakeholder engagement. Through a mixed-methods approach, this research examines how evidence-based interventions - such as mentorship programs, social-emotional learning (SEL) initiatives, and community partnerships can reduce recidivism and promote student accountability. Key findings highlight the importance of trauma-informed leadership, inclusive discipline policies, and early intervention frameworks in reshaping school environments. Furthermore, the paper underscores the correlation between strong leadership, student engagement, and improved school climate, demonstrating that when educators adopt preventive rather than punitive measures, at-risk youth are more likely to thrive academically and socially. Finally, this paper argues that visionary educational leadership is instrumental in breaking the cycle of delinquency. Schools can transform into safe, nurturing spaces conducive to lifelong success by prioritizing relational trust, equitable opportunities, and holistic student support

Keywords: Educational Leadership, Juvenile Delinquency, School Climate, Student Behavior, Restorative Practices, School-Community Partnership, Inclusive Education.

The criminalization of racially minoritized youth is often examined in the literature on racial and ethnic disparities (RED) and the school-to-prison pipeline. Most of the research in this area focuses on the impact of formalized criminalization on the offending trajectories of racially minoritized youth, often overlooking informal experiences with criminalization and their influence on how these youth construct their selfperceptions. The current study assesses human and juvenile justice service providers' perceptions of the impact of repeated criminalization on racially minoritized youths' self-concept and other outcomes. The results of thematic coding showed that practitioners perceived that the ubiquitous experience of regular criminalization altered racially minoritized youths' self-concept and contributed to other problems, including compounded criminalization, and the development of internalizing and at-risk behaviors. The results suggest that the criminalization process extends beyond juvenile justice processing and access to conventional opportunities.

White saviorism is a well-documented phenomenon in the education litera- ture. Particularly, researchers have made connections between white savior- ism and teacher preparation for urban contexts serving Students of Color negatively impacted by legacies of systemic racism. Scholars are increas- ingly taking an intersectional lens to understand the ways in which racism and ableism intersect, yet much of the literature on white saviorism does not critically examine the role of ableism. In this meta-ethnography, we review extant qualitative research on urban teacher preparation in an effort to extend the analysis to include a robust examination of ableism and deepen our understandings of white supremacy in these spaces. To this end, we con- ceptualize white-ability saviorism as a more comprehensive and precise way to understand the dynamics at play in urban teacher preparation that con- tribute to white supremacy and perpetuate educational inequities for urban Communities of Color.

This article presents a case study of the use of the sustained restorative dialogue process to generate a space for university students to talk about structural sources of harm and inequity within their community and explore possible solutions. Results of the study are shared, including a linguistic analysis of speech data from the dialogue that focuses on the participants' sense of agency and a discussion of institutional changes made at the university as a result of the process.

The study focused on how technology improves the lives of elderly people. The study
emphasizes life satisfaction, quality of life, social support, subjective well-being, life
satisfaction among older adults, and social networks. Technology can improve the
lives of elderly people. How the Theories of Specialization in Old Age can enhance
the quality of life. The research study was conducted in Trichy District, Tamil Nadu,
India. The research design used cross-sectional analysis. The study selected 75 rural
and 75 urban samples, totaling 150 samples collected in the research. The researcher
used multi-stage sampling. The findings of the study are aimed at understanding the
impact of quality of life on older adults. To identify the subjective well-being and
how technology usage helps older adults cope with situations

This paper examines the disproportionate rates of youth property crimes within low-income African American communities, identifying systemic social, economic, and institutional factors as core contributors. Grounded in criminological theories such as labeling theory and Hirschi’s social bond theory, the analysis explores how poverty, racial housing and income segregation, systemic discrimination, and lack of access to education and employment pathways fuel criminal behavior among African American youth. It further critiques the failures of rehabilitation and diversion programs, highlighting their unequal application and the lasting consequences of criminal labeling. The paper advocates for policy interventions—spanning support services, equitable diversion opportunities, legislative reforms, and oversight of judicial conduct—that prioritize prevention and community healing. The ultimate thesis asserts that real reform requires dismantling structural racism within the American criminal justice system and investing holistically in the wellbeing of African American youth.

This article examines the systemic crisis affecting Black males, metaphorically framed as an artificial disaster termed "What Happened." Through this lens, the paper identifies and examines symptoms-academic failure, mass incarceration, community disintegration, weakened agency, and the erosion of hope-that disproportionately affect Black males. Drawing on research, personal experiences, and contemporary community discourse, the article argues that a state of emergency exists and proposes a framework for a collective response. The call is urgent: to reengage families, schools, community organizations, and various publics in a shared mission of intervention and empowerment to change the trajectory for Black males.

In this investigation, the authors used Texas statewide data to determine the extent to which inequities were present in the assignment of disciplinary consequences for Black girls. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to all Black, Hispanic, and White girls in Texas Grades 4 through 11. Inferential statistical procedures yielded statistically significant differences in
disciplinary consequence assignment to girls at each grade level. At every grade level, higher percentages of out-of-school suspensions were received by Black girls than by either White or Hispanic girls. Of interest was the sharp increases in disciplinary consequence assignment at
Grades 6 and 9, both transition years for most students. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to Black girls in all grade levels.

From the U.S. Department of Education, Offi ce of Special Education Programs (OSEP) Research to Practice Division, we thank Drs. Larry Wexler, Director, and Marlene Simon-Burroughs, Associate Director, for recognizing the urgency of gaining a deeper understanding of why minority males with disabilities are dropping out of school. Their support in carrying out activities that led to this monograph was both proactive and patient. We also thank our OSEP Project Offi cer, Dr. Selete Avoke, for his guidance in organizing the initial focus group, selecting quality authors, and reviewing earlier drafts. We are especially grateful to our authors, Drs. Faircloth, Toldson, and Lucio who have dedicated their time, expertise, and passion in the examination of this issue and make important contributions every day of their careers toward improving outcomes for young men of color with disabilities. The authors' patience with the editors and their perseverance in producing earlier versions of the document has been remarkable and most appreciated. We also acknowledge Dr. Sandra Covington Smith, NDPC-SD Coordinator for Technical Assistance, for her efforts in supporting the authors during the early drafts of this work. We thank the educators, pracitioners, and policymakers who participated in our initial focus group and provided thoughtful insights on research, interventions, and strategies that hold promise on improving results and life opportunities for males of color with disabilities. We also thank our partners at Education Development Center, Inc., in Waltham, Massachusetts, for their coordination of the focus group, proofreading, editing, and re-editing of drafts, and overall commitment to the professional completion of this report. Your assistance has been invaluable in bringing our efforts to fruition. Finally, we thank Jose Estrela of Estrela Design in Cambridge, Massachusetts, for contributing not only his graphic design and layout expertise but for sharing in our commitment to produce the highest quality document in the most effi cient manner possible. Thank you, Jose.

The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students' academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed.

Although my name is the only one "officially" attached to the authorship of this dissertation, its production was a collaborative effort. I have benefited greatly from the support of many friends, family, colleagues, respondents, and institutions (not necessarily mutually exclusive categories) throughout this process. Without these people and groups, this dissertation would never have been written. First, I would like to thank the administrators, teachers, assistants, and students at the school I call Matthews Middle School for allowing me into their lives. It was with great ambivalence that I began writing this study, because what comes forth as "data" to the reader -the anecdotes and statements of people at the school -I experienced on a very personal level. I got to know so many interesting and enjoyable kids and adults at the school that the experience itself could be considered valuable and rewarding even if it had not provided me with the basis for a dissertation. Their statements and actions not only form the data for this dissertation, but as the reader will see, the often insightful thoughts kids and teachers shared with me were crucial to my own thought process. I thank the Annenberg Foundation under the University of Texas guidance of Pedro Reyes for funding my fieldwork for this study. This valuable financial assistance allowed me to select an ideal school for my study, funded my travel to the school, and facilitated my entrée into the school. Without this assistance, this study iv would look vastly different, and may not have been accomplished at all. I also thank the Department of Sociology at the University of Texas for awarding me teaching assistant and assistant instructor positions during the fieldwork and writing stages of the dissertation. I owe a huge debt to all the members of my committee, who shaped not only this project, but my overall progress as a graduate student. In my first semester of graduate school I took classes with Christine Williams and Christopher Ellison. Through their support and confidence in my intellectual ability, I learned more in a few months than it seemed like I had in all the years before. Craig Watkins taught me to think about race in an entirely new way, and this understanding undergirded every project I initiated since. Angela Valenzuela gave me crucial validation for some of my early hunches in this study, and reinforced my excitement for ethnographic work. My chair, Chandra Muller, has supported me in every aspect of this study, from finding me funding, to reassuring me of its merit, to shaping and honing its arguments. Chandra Muller and Christine Williams in particular have read countless drafts (some of which may have been quite painful to sift through) and given me extensive written comments. Christine always challenged me to think one step further, and articulate even the most abstract thoughts in an accessible way (she was also not afraid to write "whoa!" if I was getting off track). Chandra forced me to focus my thoughts in ways that related to "real life" implications, and thankfully identified when I was getting too "Pollyanna." v

The researchers gratefully acknowledge the support provided by the Juvenile Justice Advisory Committee to conduct this study, and the assistance and expertise of Lisa Thurau and John Rosiak. Special thanks to David Clock for his work collecting and maintaining contact information for SROs in Maine, as well as the Maine Forum for Education and Justice System Partnership multidisciplinary planning committee for their review of this study's survey and interview questions. This project was supported by the Juvenile Justice Advisory Group. The opinions, findings, conclusions, and recommendations expressed in this publication/program/exhibition are those of the authors and do not necessarily represent the official views, position or policies of the JJAG.

The disciplinary note fits within the school routine of the professional technical institutes as a recurrent practice. Apparently functional to the regulation of behaviors that place themselves in implicit or explicit conflict with the educational institution, the note assumes within the circular teacher-student-institution relationship a different, transversal and a more profound meaning. Disciplinary notes in fact document the practices by which schoolwork is distorted, sabotaged, and made fundamentally ineffective (Caroselli 2022); the exercise of pedagogical authority as power (Goffman 1967); the definition of subjectivities according to precise behavioral codes that define normativity. Based on the analysis of a data set of approximately 5,000 disciplinary notes issued within a professional technical institute of Bologna from 2021 to 2023, the study aims to investigate and classify this material with the purpose of identifying and illustrating the processes of defining subjectivities within the school environment on the one hand, and the nature of conflicts and their recursiveness on the other. school discipline, disciplinary note.

As of 2012, data indicate that only one percent of public school teachers are African American males. Numerous reports urge decision makers and higher education professionals to aggressively recruit and retain African American males as teachers in an effort to improve the academic outcomes of African American children in our educational system (Huntspan & Howell, 2012; Lewis & Toldson, 2013). Unfortunately, the voices of male teachers have been under-studied in educational settings, particularly those of African Americans. The purpose of this article is to explore the lived experiences of an African American male kindergarten teacher as to help us understand why African American males rarely choose teaching as a profession. Using a single case study, the researchers and a male African American kindergarten teacher examine these experiences through a racial microaggression taxonomy. Findings revealed that this African American male teacher may be a victim of a cycle of institutional ...

In this chapter, the authors introduce and identify current issues, controversies and problems that influence school safety and counselor preparedness. A brief overview of school violence in America, counselors\u27 training to deal with school violence, and factors that influence school violence are provided. Following this, the authors present a multitier system of supports (MTSS) as a recommended model for counselors to (1) prevent, (2) prepare and plan, (3) respond, and (4) lead recovery efforts as related to school violence. Finally, a case study is presented in which the authors apply best practices within the American Counselor Association\u27s national framework to handle a crisis

Anthropological praxis has the potential to help build and sustain social justice movements by speaking truth to power, exposing structural violence, and questioning communities' safety and well-being. Anthropologists who engage in praxis interrogate the root causes of oppression by critiquing the discipline's pedagogies. The current structure of academic institutions encourages scholars to overlook the popular and political education necessary to ameliorate social suffering and advance human rights. This paper explores prison industrial complex (PIC) abolition, a liberatory praxis framework that socio-cultural anthropologists may adopt as active participants in the abolitionist struggle. This case study draws on community-based participatory action research with Southerners on New Ground (SONG), a political education working group called Atlanta Political Education Series (APE Shit). Inspired by Paulo Freire's principle, "education is freedom," this working group released a zine workbook titled Abolition 101, an accessible resource in political education for community members who are interested in learning about PIC abolition. Autoethnographic data analysis reveals the value of incorporating a liberatory framework in academic anthropology. I argue that mainstreaming such an approach in formal anthropological pedagogy challenges students and mobilizes communities to be critically informed creators of their reality and active agents of social change.

This article fuses ethnography, spatial analysis, interviews, and archival research to explore the ways that people incarcerated at the Louisiana State Penitentiary (LSP) experience the uneven impacts of anthropogenic climate change. LSP, more commonly known as Angola Prison, is the largest maximum-security prison in the United States. The prison population is majority Black, and most of the people incarcerated at Angola will spend the majority of their lives imprisoned there. Angola was established post-Civil War with the consolidation of four plantations in northern Louisiana into a prison farm, built and maintained by the same regimes of forced labor, torture, sexual violence, and authoritarianism as the plantations which preceded it. Angola has always been a lucrative site of agricultural production due to its proximity to the floodplain at a bend in the Mississippi, the product of its rich soils routinely replenished by the river's deluging of the land. However, anthropogenic climate change has increased the level of inundation in the lower Mississippi Delta, leading to an increase in catastrophic flooding in the region. The prison has been evacuated several times over the past 20 years due to flooding, leading to the deaths of several elderly inmates and intensified regimes of forced labor as inmates are forced to work harder every year to maintain a failing levee system. This essay utilizes a Black Ecologies framework to explore not only the lived experiences of people enduring the effects of these climate disasters while incarcerated but also the important political and intellectual contributions made by Angola's prisoners since the mid-19th century. A Black Ecologies framework elucidates how, despite unlivable conditions, inmates at Angola have provided crucial critiques of the prison industrial complex that crystallize an emergent form of authoritarianism that articulates itself at the convergence of anthropogenic climate change, racial capitalism, and incarceration. Angola's carceral ecologies have key implications for environmental justice scholarship, and this article argues that the lived experiences and political critiques of incarcerated people must become integrated into contemporary environmental justice struggles.

Criminology has long investigated criminal justice cultures and their preoccupation with dangerousness. Over a half century ago, correctional scholars called for a richer understanding of how a ‘social reality’ of danger might shape the mental state of staff. More recently, correctional scholarship has demonstrated that correctional culture and perceptions of danger likely play a fundamental role in findings that staff experience conflict across domains. Drawing from 18 focus groups of correctional staff from all adult carceral facilities in one state, this study investigates: 1) how cultural workgroup concerns over danger and values of safety shape staff’s worldview broadly; and, 2) how these worldviews concerning danger shape cultural cognition outside the carceral context. To answer these questions, we draw upon cultural sociology and leverage the mechanism of the schema to understand how values are recalled across domains. Through this analysis, we illustrate how an accumulation of stories concerning danger within prison shapes a worldview that structures compulsive cognition around personal safety. We show how compulsive cognition manifests as an intrinsic knowledge of the dangerous character of others and a personal drive to fortify against underspecified violent threats outside the carceral context.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

Author(s): Nelson, Steven | Abstract: Federal courts have consistently rejected plaintiffs’ arguments that the government is liable when citizens suffer injuries at the hands of private third parties. In the context of education, there are few cases where federal courts have held that schools are liable for the injuries that students incur at the hands of private third parties. This Article puts forth a theoretical argument for schools, specifically schools operating under the governance of a state takeover district in a predominately Black school district with a predominately Black-elected school board, to be held liable for participating in disciplinary practices that are linked to the school-to-prison pipeline. The Article first traces the roots of the State-Created Danger Doctrine and then discusses the role of education reform policies in enabling the school-to-prison pipeline. Next, the Article provides a statistical analysis of three case studies in state takeover districts (...

This study explored the perspectives and lived experiences of urban youth in relation to Restorative Practices at a free public charter school in Los Angeles, California. This qualitative study used a series of semi-structured interviews with four high school students. This adaptable design allowed for the nature of questions to evolve and shift in accordance with emergent themes and patterns. After a detailed inductive analysis of the data, major themes emerged related to students’ aversion to punitive discipline, their preference for conversation-based Restorative Practices, and their desire to have more agency as school community members. Moreover, participants reported that they only felt trusting of a small handful of staff members, preventing consistent conflict-resolution practices and positive relationship building. This study’s findings indicate a need for changes to be made at the school, district, state, and federal level to halt the use of traditionally racist and punitive discipline practices and replace them with Restorative Practices and social-emotional education and support. Additionally, student voice needs to be included and acknowledged as an integral piece of meaningful decision-making in school settings.

California's new accountability and continuous improvement framework relies on district and school leaders using multiple measures of school performance to identify where change is needed, and to monitor carefully the development, testing, and evaluation of improvement strategies over time. This process of continuous improvement requires that local leaders have access to research-based evidence and strategies that they can implement in their schools and opportunities to learn from one another about what works, under which conditions, and for which students. PACE's series of Continuous Improvement Briefs aims to support education leaders at all levels in learning how to improve the performance of their schools and students.

Exclusionary discipline receives considerable scholarly attention, but the concept homogenizes practices that rely on the physical detainment of youth, such as in-school suspension, and practices that do not, such as out-of-school suspension. In this article, I argue that school discipline should be evaluated not only on the basis of whether it is exclusionary but also whether it is detainment-based. Whereas a practice such as in-school suspension relies on students' physical detention, out-of-school suspension releases them from the school's carceral control. I draw on three years of ethnographic observations and 108 interviews in a public high school to explore why and how students and adults differently evaluated detainment-based versus non-detainment-based practices. Although both groups drew parallels between detainment-based discipline and carcerality, adults insisted that detainment-based discipline was less ''severe.'' Students, however, strongly preferred non-detainment-based discipline because it released them to relative ''freedom.'' I explore the implications of these findings for both researchers and practitioners.

This systematic review of literature on race in rural educational scholarship addresses the research question: How are race and racism typically represented (defined, discussed) in rural education literature? And two subquestions: What factors have been explored at length in regard to race and racism? and Where are the predominant gaps in the research literature?
descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural
ystemic and institutional, a factor, and structural
In answering these questions we reviewed literature published in three rural education
journals from 2001-2022 and used a systematic approach to the data collection, extraction, and analysis. The
overall findings about race yielded four themes: Race as–descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural.  Similarly, the overall findings about racism yielded three themes: Racism as - descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural. These themes provided an organizing framework to discuss the findings from the relevant studies. Each theme included the citation of articles representing the theme and illustrations of each theme. This approach allowed for a comprehensive display of what themes arose while also providing examples of how these constructs were articulated within the scholarship review. We then used CRT to analyze the overall findings related to race and racism focusing on two tenets, social construction theory, and colorevasiveness. We end with a call to increase focus on research that disrupts white supremacy, examines structural and institutional racism as it operates in rural education, and takes race-conscious approaches to research in rural scholarship.

Exclusionary discipline in school contributes to gender and racial disproportionality in the juvenile justice system and marginalizes African American girls. Using the social justice and rational choice theories as the foundation, the purpose of this case study was to explore the relationship between the criminalization of behavior in schools, racial bias, and gender stereotypes contribute to the overrepresentation of the school to prison pipeline in Virginia. The central research question focused on the relationship between the criminalization of behavior in schools, racial bias, and gender stereotypes on the overrepresentation of African American girls in the school to prison pipeline. Employing a qualitative case study design, data were collected through semi-structured interviews with 8 African American women (ages 20-30) and surveys from 12 educators. Other data included school discipline and juvenile justice reports from the Virginia Department of Education and Office of Juvenile Justice. The interview data were coded and analyzed using matrix and thematic analysis. Three findings emerged from the thematic analysis from document data. First, participants perceive diversionary programs, community partnership and restorative justice programs create safe and positive learning environments. Second, there are opportunities for policymakers to use their influence to promote social equity. Finally, zero tolerance policies are ineffective. The positive social change implications from this study include recommendations to policymakers to implement restorative justice programs to ensure that all students learn in a positive environment. These actions will benefit all students in public schools and decrease racial disparities in schools and the juvenile justice system.

Youth gang membership continues to be perceived as a serious threat to the safety of students attending the three high schools in Hayward, California. As a response to this problem, high school administrators have adopted no tolerance discipline policies that state that the school will automatically suspend or expel students who participate in any type of gang activity including wearing red clothing or displaying gang paraphernalia. This research explored the relationship between student perceptions of safety and caring at school and gang membership. This study hypothesized those students who have lower perceptions of safety and caring by teachers and adults at school are more likely to be members of a gang than students who feel safe and cared for, while controlling for demographic factors. This quantitative study utilized cross-sectional survey research with secondary data from 642 high school students collected for the California Healthy Kids Survey 2006 for the California Department of Education and the Hayward Unified School District. The hypothesis was partially supported. Findings from this study indicated the relationship between the Hayward students' lower feelings of safety and gang membership was not found to be significant and those students who reported lower feeling of caring by teachers and adults had only marginally significant higher levels of gang membership. This study raises questions about the relationship between students' perceived level of safety and gang membership and the potential positive effect of caring adults to prevent gang membership. School administrators may find that providing more opportunities for students to build caring relationships with teachers and adults can be more effective in deterring gang membership than no tolerance discipline policies. A social work intervention program is introduced to help students reconnect to caring teachers and culturally competent adults at their school.

Youth gang membership continues to be perceived as a serious threat to the safety of students attending the three high schools in Hayward, California. As a response to this problem, high school administrators have adopted no tolerance discipline policies that state that the school will automatically suspend or expel students who participate in any type of gang activity including wearing red clothing or displaying gang paraphernalia. This research explored the relationship between student perceptions of safety and caring at school and gang membership. This study hypothesized those students who have lower perceptions of safety and caring by teachers and adults at school are more likely to be members of a gang than students who feel safe and cared for, while controlling for demographic factors. This quantitative study utilized cross-sectional survey research with secondary data from 642 high school students collected for the California Healthy Kids Survey 2006 for the California Department of Education and the Hayward Unified School District. The hypothesis was partially supported. Findings from this study indicated the relationship between the Hayward students' lower feelings of safety and gang membership was not found to be significant and those students who reported lower feeling of caring by teachers and adults had only marginally significant higher levels of gang membership. This study raises questions about the relationship between students' perceived level of safety and gang membership and the potential positive effect of caring adults to prevent gang membership. School administrators may find that providing more opportunities for students to build caring relationships with teachers and adults can be more effective in deterring gang membership than no tolerance discipline policies. A social work intervention program is introduced to help students reconnect to caring teachers and culturally competent adults at their school.

Youth gang membership continues to be perceived as a serious threat to the safety of students attending the three high schools in Hayward, California. As a response to this problem, high school administrators have adopted no tolerance discipline policies that state that the school will automatically suspend or expel students who participate in any type of gang activity including wearing red clothing or displaying gang paraphernalia. This research explored the relationship between student perceptions of safety and caring at school and gang membership. This study hypothesized those students who have lower perceptions of safety and caring by teachers and adults at school are more likely to be members of a gang than students who feel safe and cared for, while controlling for demographic factors. This quantitative study utilized cross-sectional survey research with secondary data from 642 high school students collected for the California Healthy Kids Survey 2006 for the California Depart...

Examined in this study were the most frequent reasons that resulted in discipline consequences assigned to Texas middle school students. Data were downloaded from the Texas Education Agency Public Education Information Management System for the 2013-2014 school year. A descriptive analysis of the 5 most common reasons that discipline consequences were assigned was conducted separately for Grades 7, 8, and 9 boys and girls. Analyses revealed that boys, regardless of grade level, had 3 times the number of discipline referrals as girls. The most frequent reasons that discipline consequences were assigned, across all grade levels and for boys and girls, were violations of the code of conduct. Serious/persistent misconduct violations and fighting/mutual combat were two other commons misbehavior reasons identified in this study. Truancy was also a common misbehavior reason across all grade levels for both boys and girls. Implications are discussed and suggestions for future research are made.

This paper explores the need to embrace restorative justice approaches to safeguard human rights during disciplinary processes as opposed to punishment and other related punitive practices.
Even participants agree that punitive measures lead to negative outcomes such as increasing rate of dropouts and desire by miscreants to disrupt lessons on continuous basis..

The University of California, San Francisco's Healthy Environments and Response to Trauma in Schools (HEARTS) Program promotes school success for traumaimpacted students through a whole-school approach utilizing the response to intervention multi-tiered framework. Tier 1 involves school-wide universal supports to change school cultures into learning environments that are more safe, supportive and trauma-informed. Tier 2 involves capacity building with school staff to facilitate the incorporation of a trauma-informed lens into the development of supports for at-risk students, school-wide concerns and disciplinary procedures. Tier 3 involves intensive interventions for students suffering from the impact of trauma. Program evaluation questions were: (1) Was there an increase in school personnel's knowledge about addressing trauma and in their use of trauma-sensitive practices? (2) Was there an improvement in students' school engagement? (3) Was there a decrease in behavioral problems associated with loss of students' instructional time due to disciplinary measures taken? (4) Was there a decrease in trauma-related symptoms in students who received HEARTS therapy? Results indicate preliminary support for the effectiveness of the HEARTS program for each of the evaluation questions examined, suggesting that a wholeschool, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma and chronic stress. Key areas for further studies include (a) an examination of data across more HEARTS schools that includes comparison control schools and (b) disaggregating disciplinary data by race and ethnicity to determine whether disproportionality in the meting out of disciplinary actions is reduced.

Hānau ka 'āina, hānau ke ali'i, hānau ke kanaka. This 'ōlelo no'eau is a Hawaiian proverb that means the land, the chiefs, and the people belong together. This translation suggests that the land and people of Hawai'i are interconnected, both enacting collective values that shape and sustain the other through language and cultural practices. As the gaze of imperialists seeking a military foothold in the Pacific fell upon Hawai'i during the 19th century, would-be conquerors actively sought to sever the relationship between kānaka (people), 'āina (land) and kuleana (responsibility/stewardship). As a result, the land and people of Hawai'i share histories of sustainability and prosperity, colonization and subjugation, and resistance and restoration. It is from this Indigenous lens that the authors problematize the carceral logics of K-12 education and seek a participatory action research praxis that offers preemptive protective inputs, outputs, and desired outcomes to the colonial processes that have sustained the school-to-prison pipeline (STPP) in Hawai'i. Conceptually, free market-based economies are organized so that companies, prices, and production are naturally controlled by the supply of, and demand for, goods and services, rather than by government institutions. In reality, however, U.S. capitalism did not produce the "fair" and "free" market its purist rhetoric boasted, nor has noblesse oblige been fulfilled by its elite citizens, an ideal that promised to facilitate a wide distribution of wealth. Instead, public institutions have colluded with private interests to

Elementary school teachers, school administrators, and school personnel have search everywhere to research-based solutions to find ways to instruct all students with varying abilities to increase academic achievement and to reduce problem behavior in the classroom. The aim of the study was to advance the information base, improving prevention practices, and informing policy regarding the effects of the PBIS model on elementary students to decrease problem behavior and to increase academic achievement. A case study approach was used with 12 teachers from an elementary school in Illinois. The findings from research questions revealed that the elementary teachers felt that the PBIS Model helps with decreasing behavior in the classroom for some teachers while other teachers stated that the PBIS Model does not work always for other students in their school.