Article written by Hannah Bond, a student in our Online MSW Program
Schools and juvenile court systems within the United States were not intended to work together, but they have now developed an unfortunate partnership that is commonly known as the school-to-prison-pipeline. Commonly referred to as the STPP, the school-to-prison pipeline did not always exist; it is a result of policy changes towards zero tolerance policies, law enforcement in schools, and ‘tough on crime’ attitudes (Mallett, 2016).
Many students facing these new, more punitive approaches find themselves disciplined for discretionary behaviors like defiance, disrespect, talking back, and other similar actions (McCarter, 2016). Discipline includes in-school suspensions, out-of-school suspensions, and expulsion – and we know that these disciplinary actions can have long-term negative effects, as just one suspension leads to a higher chance of a student repeating a grade, dropping out, or having contact with the juvenile justice system (McCarter, 2016).
There are circumstances that put a child at risk for receiving harsh discipline and getting trapped in the pipeline. Students of color, especially Black and Hispanic students, are overly represented in discipline data (McCarter, 2016). Other risks include experiencing poverty, experiencing homelessness, having a disability, or utilizing special education services. Identifying as LGBTQ or gender nonconforming also makes a child more likely to be disciplined, as well as being male (Mallett, 2016). Many of these identities and experiences will intersect. For example, students who are most affected by punitive policies are low-income, male, students of color (Mallett, 2016). Students who fit these characteristics are found in practically every district, making it a relevant issue in all schools, both urban and rural.
School social workers in particular have a particular skillset that empowers them to effectively work towards eradicating the school-to-prison pipeline, and this should be our goal. Many school districts have made policy changes and adjusted disciplinary measures and policies to address this issue, and social workers can help research and determine what the impact of these changes are. Social workers can also help facilitate conversation, lead professional development opportunities, or race analysis work – we know that practices like education and regular assessment ensures progress (McCarter, S). Restorative justice practices, evidence-based practices, and socio-emotional learning are increasingly common in schools, and have also proven to be effective, so social workers can assist in and advocate for their use. Lastly, social workers can work to ensure that students receiving suspensions continue to receive instruction, as well as advocate for prompt reenrollment for students who have received out-of-school placements (McCarter, S).
The school-to-prison pipeline is a system that currently harms our students, and we can do something about it. School social workers have the knowledge and skills – as well as an ethical commitment – to see it eliminated.
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References
Mallett, C.A. (2015). The school-to-prison pipeline: A critical review of the punitive paradigm shift. Child & Adolescent Social Work Journal, 33(1), 15-24. DOI 10.1007/s10560-015-0397-1
McCarter, S. (2016). The school-to-prison pipeline A primer for social workers. Social Work, 62(1), 53-61. DOI: 10.1093/sw/sww078