Imagine this: your child goes to school, maybe they’re having a bad day and out of frustration talk back to a teacher, who sends them to the principal’s office where they’re suspended for three days. They become angry and get into a fight. Instead of another suspension, your child enters the juvenile justice system, drops out of school, and falls into a cycle of incarceration.
For many students, this is a reality. An episode of “acting out” as a child can lead to suspension, and eventually down a path of captivity. Students who are suspended more likely to encounter justice system involvement and are at a higher risk of academic failure and dropping out of school altogether.
Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race in Virginia public schools. However, during 2014-15, African American students were 3.6 times more likely than white students to be suspended. Additionally, Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 prohibit discrimination based on disability in Virginia public schools, yet in 2014-15, students with disabilities were 2.4 times more likely than students without disabilities to be suspended.1
Part of the problem? Students of color are disproportionately disciplined for subjective offenses, such as “disrespect”, compared with white students. However, the rates at which African-American and white students “act out” are essentially equal. This disparity among Black and white students may also be a factor in the mass incarceration of Black people; being thrown into cells as juveniles, becoming a part of the criminal legal system, and increasing their chances of being arrested and convicted again in the future.
The US Department of Education suggests around 92,000 students were arrested during the 2011-2012 school year. This number has increased especially due to the use of School Resource Officers (SROs). Instead of being used to ensure the safety of students while in the school setting, more and more SROs are becoming part of the discipline system in schools.
Far too often, the root of the problematic disciplinary behavior is not addressed. What’s triggering the behavior: anxiety? Hunger? Problems at home? Trauma? Harsh disciplinary reactions to youth who are seeking attention and “acting out” may escalate and worsen the situation, creating a cycle of greater student distress and harsher and harsher disciplinary actions.
So how can we stop this cycle and create a new narrative? We can start by taking a lesson from Robert W. Coleman Elementary School in Baltimore, Maryland which has begun offering their students meditation as a way to address problematic behavior. The Mindful Moment Room encourages students to breathe, meditate, and talk through what happened, allowing the student an opportunity to calm and re-center themselves.
Combined with their after-school program, Holistic Me, which allows students to practice mindfulness and yoga, the elementary school has not had a single suspension since the start of the 2015-2016 school year.
Image source: http://www.publicnewsservice.org/2016-03-10/juvenile-justice/juvenile-justice-reform-group-wants-nd-youth-prisons-closed/a50763-1
Other ideas for change?
- End suspension for children younger than second grade;
- No referrals for children under 13 to police for minor offenses;
- Focus on forming relationships between school staff, giving students an opportunity to resolve problems by talking about them;
- Schools, not police, deal with students’ nonviolent infractions;
- Allow opportunities for students to get involved in their communities;
- Teach students to be co-teachers and let them run sessions such as meditation and yoga
Several bills to address Virginia’s School-to-Prison-Pipeline are currently being considered in the Virginia General Assembly, including the following bills supported by the Action Alliance. Contact your legislator today to ask them support these bills:
- SB 997 (Sen. Stanley) & HB 1536 (Del. Richard Bell) –Prohibits students in preschool through grade five from being suspended or expelled except for drug offenses, firearm offenses, or certain criminal acts.
- SB 995 (Sen. Stanley) & HB 1534 (Del. Richard Bell) – Reduces the maximum length of a long-term suspension from 364 calendar days to 45 school days. The bill prohibits a long-term suspension from extending beyond the current grading period unless aggravating circumstances exist and prohibits a long-term suspension from extending beyond the current school year.
- SB 996 (Sen. Stanley) & HB 1535 (Del. Richard Bell) –Public schools; student discipline. Provides that no student shall receive a long-term suspension or expulsion for disruptive behavior unless such behavior involves intentional physical injury or credible threat of physical injury to another person.
Have more ideas to end the cycle? Make sure to add them in the comments below!
Ki’ara Montgomery is a Senior at Virginia Commonwealth University with plans to graduate in May 2017. She is obtaining a bachelor’s degree in public relations, and minors in business and gender, sexuality, and women’s studies. While in school, she has had opportunities with VCU AmeriCorps, Culture4MyKids, VCU School of Education, and the Richmond Raiders. She is currently interning with the Virginia Sexual and Domestic Violence Action Alliance with a focus in development, policy, and communications.
1 “Suspended Progress”, JustChildren Program Legal Aid Justice Center, May 2016. Retrieved 1/10/17 https://www.justice4all.org/wp-content/uploads/2016/05/Suspended-Progress-Report.pdf
Featured image source: http://www.publicnewsservice.org/2016-03-10/juvenile-justice/juvenile-justice-reform-group-wants-nd-youth-prisons-closed/a50763-1
This article is part of the Action Alliance’s blog series on Virginia’s Trauma-to-Prison-Pipeline.
The Trauma-to-Prison-Pipeline (aka “School-to-Prison-Pipeline”) fails young people who are experiencing high levels of toxic stress and/or trauma by responding in overly punitive ways to youth who exhibit normal reactions to trauma and toxic stress.
Youth of color and youth with disabilities are particularly targeted for disproportionately high levels of heavy-handed, punitive responses to vague and subjective infractions in school, such as “defiance of authority”, or “classroom disruption”. Viewed from a trauma-informed lens, these same behaviors may signal youth who are suffering and struggling with ongoing effects of trauma.
The Action Alliance believes that everyone deserves racially equitable responses that are compassionate and trauma-informed, and which build individual and community assets.
Joining the Action Alliance adds your voice to making change in Virginia. Start your membership today or call 804.377.0335.Read more news