from the National Juvenile Justice Network (NJJN) addresses the long-standing history of inequitable treatment by the police in the U.S. against communities of color and youth in particular. The policy platform includes recent statistics about the “deeply unequal and fundamentally lethal treatment” youth of color experience from police and the judicial process more broadly. It outlines several factors that account for this including over-policing, racial profiling, implicit and explicit biases by police and society that cause police and courts to perceive youth of color as older and more culpable than their white peers. It further notes the lack of effective accountability for police mistreatment and brutality as a primary factor perpetuating these problems.
“Discipline Disparities for Black Students, Boys, and Students with Disabilities” from the Government Accountability Office (GAO) analyses the latest school discipline data (2013-14) from the Department of Education’s Civil Rights Data Collection (CRDC).
The National Conference of State Legislatures (NCSL) Juvenile Justice Principles Work Group released its January 2018 report identifying 12 principles for effective juvenile justice policymaking. The report's principles and illustrative examples are intended to help states invest in proven methods of juvenile justice reform.
is a Technical Assistance Bulletin from the National Center for Mental Health and Juvenile Justice and the National Council of Juvenile and Family Court Judges. It details the steps necessary to implement the School Responder Model which helps to keep kids with behavioral health needs from moving into the justice system.
This groundbreaking study by the Georgetown Law Center on Poverty and Inequality provides—for the first time—data showing that adults view Black girls as less innocent and more adult-like than their white peers, especially in the age range of 5–14.
GENDER & TRAUMA
Somatic Interventions for Girls in Juvenile Justice:
Implications for Policy and Practice
The Georgetown Law Center on Poverty and Inequality
works with policymakers, researchers, practitioners, and advocates
across the country to develop effective policies and practices
that alleviate poverty and inequality in the United States.
Our Project on Marginalized Girls produces original research
and program and policy recommendations aimed at helping
improve health and education outcomes for low-income girls
and girls of color
Recommendations from the MacArthur Foundation's final year of its Models for Change Initiative.
Lesbian, Gay, Bisexual, Questioning, and/or Gender Nonconforming and Transgender
Girls and Boys in the California Juvenile Justice System: A Practice Guide
Impact Justice and the National Center for Lesbian Rights developed this practice guide to support California probation departments in meeting their obligation to promote the safety and well-being of lesbian, gay, bisexual, questioning, and/or gender nonconforming and transgender (LGBQ/GNCT) youth in their care and custody.
The Mental Health and Juvenile Justice Collaborative for Change has a new resource package on trauma among youth in the juvenile justice system. It provides an overview of this issue, guidance on the benefits and challenges of a trauma-informed juvenile justice system, and critical resources.
In 2013, the National Research Council published Reforming Juvenile Justice: A Developmental Approach, a report that signaled what could be a sea change in juvenile justice policy and practice. Among other things, the report posited that the current juvenile justice system’s reliance on “containment, confinement and control,” which “removes youth from their families, peer groups, and neighborhoods,” is in many ways at odds with what the science shows will work best with youth at risk for, or involved with, the juvenile justice system.
National Institute of Corrections Releases NCCD-Authored Report on Incarcerated Girls
An Overview Of The Lessons Learned
Human Rights Project for Girls | Georgetown Law Center on Poverty and Inequality | Ms. Foundation for Women
The West Virginia legislature passed H.B. 2550, signed by Gov. Tomblin on March 26, 2015, which requires school-based interventions to be made before schools can refer youth to court for truancy. H.B. 2550 also doubles the number of absences required to trigger a court referral.