“Funneled out of public schools…”
“Isolated, punished and pushed out…”
“Zero-tolerance…”
If you are here, you may be familiar with the phrase ‘School-to-Prison Pipeline.’ This term is often used to describe the result of inequitable policies in schools that disproportionately discipline students of color by channeling them into juvenile detention centers and, in some cases, the criminal justice system. Trauma, poverty, neglect, and abuse are frequently cited as catalysts for the behaviors exhibited by students affected by these policies. Many, if not all, of the underlying factors associated with students misbehaving have roots outside of school, but schools often bear the brunt of dealing with students’ untreated trauma.
If the causes of this behavior stem from factors beyond a school’s control, could we consider the concept of a ‘Home-to-School Pipeline’ as a more accurate description? On average, a student spends about two-thirds of their day at home or with their family and the remaining one-third in school. Let’s assume that we all agree that poverty, trauma, neglect, and abuse are the primary drivers of student behavior perpetuating this pipeline. So, why aren’t we doing more to address these root causes instead? We are often told to focus only on what we can control, but if what we cannot control is significantly influencing our lives, it deserves attention.
To reduce the number of students entering this pipeline, school systems across the country have moved away from ‘traditional’ responses to student behavior, like suspension. Instead, they have adopted strategies aimed at keeping students in school. These strategies include restorative conversations, daily teaching of Social Emotional Learning, and regular communication with parents when students exhibit challenging behavior.
However, at what point do conversations and teaching preventative strategies prove insufficient? Must we wait until a teacher is assaulted, pushed to their breaking point, or forced out the door before we take action? Without going into a laundry list of inappropriate behaviors displayed in classrooms daily, let’s consider the most inappropriate action a child could take in your presence and focus on that. If a student remains unresponsive to a restorative conversation, empathy, love, parent-teacher conferences, and all measures outlined in your school’s behavior management plan, what should be the next step? As a parent, how would you respond?
Teachers are held accountable for what happens in school, so why aren’t parents held accountable for what happens at home? Poverty and neglect are not synonymous. Poverty and abuse are not synonymous. Poverty and disrespect are not synonymous. Acknowledging the problem without taking any action has become the norm. Suspension and expulsion are rarely used these days; instead, we rely on restorative conversations to reintegrate students into the learning environment.
But is this approach effective? How frequently should these conversations occur? Are they effective if they only happen within the school setting? According to the Office of Juvenile Justice and Delinquency Prevention, youth arrests for violent crimes reached a record low in 2020. However, The Crime Report reported a 50 percent increase in charges filed against juveniles in 2021. When a 13-year-old robs someone at gunpoint or steals a car, what conversation should be held, and who should lead it? Parents! Sexual assault at 3 A.M.? Parents. Robbing the mail carrier during school hours? Parents. Selling or using drugs before, during, and after school? Parents. Before we jump to the ‘village’ argument, let’s not forget that ‘they’ often told the village to mind its own business.
These questions are not raised lightly. Can we honestly entertain the idea that removing discipline and consequences from schools has negatively affected our youth’s ability to distinguish right from wrong? Can we admit that the increasing number of young people engaging in criminal activity is a problem of our own making? Must we dare to admit that ‘kids will be kids’ doesn’t carry the same weight as it did when we were young? Can we acknowledge that at least one man or woman we know consistently misses the mark on parenting, regardless of the reasons? Until we engage in honest conversations among ourselves, the cavalry will never arrive because they are too busy pointing fingers at everyone but those who can implement real change.
Asking these questions and seriously contemplating solutions should be at the forefront of every conversation concerning the state of our youth. Their academic success and civility should not be viewed as minor obstacles. However, I wonder who benefits when we take the risk of allowing undisciplined children to become undisciplined adults. Everyone and every entity in this city is mentioned when discussing the youth in this city. Parents are often left out of the conversation as if they have no stake or responsibility. The favorite line, “I don’t know what to do with him/her,” has become a standard response when trying to redirect or reimagine the path of our youth. It’s not followed by a request for help but more like an excuse for the behavior. We are often left feeling like less empathetic bystanders for suggesting that actionable steps must be taken. At this point, ‘we’ are reminded to stay in our place as educators.