Juvenile Justice Information Exchange (https://jjie.org/tag/school-to-prison-pipeline/)
Parents in Boone County, Kentucky, were outraged this past January when a ninth grader who had been suspended a year earlier for threatening violence against his fellow students returned to class as soon as his punishment time was up.
“The kid had a ‘kill list’ which named students — friends he was going to kill,” said Republican state Rep. Steve Rawlings.
Read the individual stories of Xochtil Larios, youth justice coordinator, Jacob Jackson, a community organizer, and Israel Villa, mentor to many juvenile justice-involved youth, about how personal experiences in the juvenile justice system shape their individuals' advocacy of justice reform.
Madison is one of about 49 public school districts nationwide that, according to Education Week, have trimmed or eliminated school policing programs since 2020. While some districts that removed police officers have reported largely positive results, in Madison, some students, parents and educators are considering what they believe they’ve lost.
Unspent American Rescue Plan funds to lower the number of students who wind up in the juvenile justice system. The impact of racial disparities resulting from handling children through the adult criminal justice system. Innovative law school partnerships to aid youth simultaneously in the foster care and juvenile justice systems. How children without lawyers fare in immigration proceedings... Juvenile Justice Resource Hub curates those and other analyses, reviews and research on juvenile justice policy, practice, reform and programs.
A June 2021 report from the U.S. Department of Education found that, from the 2015-16 through 2017-18 school years, there was a 5% spike in the number of on-campus students arrests and a 12% increase in police answering calls to campuses.
For Madeline Borrelli, a special education teacher in Brooklyn, N.Y., having NYPD-trained law enforcement officers in schools is a cut-and-dry issue: “School safety agents,” she said, using their official job title, “ … should not exist at all.”
Every day, I walk into school greeted with silencing stares from armed police officers. They’re not facing the windows or the doors looking out for a stranger who could walk in and hurt my friends and me. Their eyes are on us, not some external threat. We walk past them silently, afraid that anything we do or say will be perceived as a “threat” that will lead to suspension, arrest or worse, physical harm.
Our schools have normalized this fear by allowing officers to patrol our hallways and criminalize us. In my county, a police officer was celebrated for tasing a Black freshman girl three times inside her school cafeteria.
I discovered my purpose when I was 21 years old, and the man I’d tackled during a pick-up football game shot me three times in my legs. He was upset that I’d tackled him so hard. It made me want, profoundly, to understand my fellow player’s extraordinary anger and, perhaps, that of other Black and brown kids whose life circumstances had pushed them down the wrong path ...
Who are youth with intellectual and developmental disabilities (IDD)? The population of youth with IDD is vast. In 2018-19, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.1 million or 14% of all public school students. You may know some better-known IDDs such as autism spectrum disorder (ASD), fetal alcohol spectrum disorder (FASD), Down syndrome and cerebral palsy, to name a few.
What you may not know is that many youth with IDDs may have behavioral challenges associated with their disability due to communication barriers, which in turn may evolve into behavioral problems such as property destruction, harm to themselves, harm to others or elopement. However, often the student with IDD behavior serves a purpose and is most likely functional.
For example, consider someone with ASD.
MACON, Georgia — Bibb County District Attorney David Cooke first heard about school-justice partnerships five years ago on the other side of the country, at a juvenile justice conference in Phoenix. But the successful program that inspired him started only 70 miles away from Macon, in Clayton County.
Nearly two decades ago, the chief judge of Clayton County’s juvenile court pioneered an approach aimed at keeping children out of the criminal justice system and in school. His strategy was to address misconduct within the school system and replace exclusionary discipline — like expulsions and suspensions — with services children needed. The model he devised, called a school-justice partnership, recognized that underlying many school disciplinary problems are histories of trauma and unmet mental health needs — and that responding to children’s disciplinary problems by involving them with the juvenile justice system only increases their risk for further justice system involvement. Under Cooke’s leadership, the Bibb County School District’s school-justice partnership had a successful start during the 2018-19 school year.