Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline.
Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practice...
| Publicado en: | Children & Schools Vol. 42; no. 3; pp. 171 - 179 |
|---|---|
| Autor principal: | |
| Formato: | Journal Article |
| Publicado: |
Oxford University Press / USA
Jul2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline. |
|---|