The School-to-Prison Pipeline: A Primer for Social Workers, a study by Susan McCarter (2017), was written to give a summary of the School-to-prison pipeline in an attempt to break down the factors surrounding children being funneled into this path by their respective school systems around the country. The author explains the correlation between the School-to-prison pipeline and its disparate outcomes for students of color, students with disabilities, and students who identify as lesbian, gay, bisexual, transgender, queer, and questioning (p. 54-55). McCarter presents implications for social workers and multiple specific strategies to reduce the detrimental effects of the School-to-prison pipeline. Susan McCarter, PhD, MSW, is an associate professor
What do parents want to see in place for them to become more involved in their students education? Significance of the Study This study has implications for educators, school districts parent and students. Parent engagement intervention and prevention studies occur in comprehensive schools but parent engagement research in an alternative education setting is minimal to non-existent. As a result of this study school districts will recognize a need to create and reengage parents in their students education as a means for student academic success. The significance of this study will allow at risk youth who are on probation and/or have been expelled to bond and engage in their education.
Supporters of the zero-tolerance approach argue that because of the escalating school violence and disruption, the message provided by zero tolerance is needed to maintain school discipline. It is argued that the punishments of zero tolerance are ultimately fairer and will eliminate racial imbalance in school discipline. Most importantly, it is believed that by removing troublemakers from school premises will produce a school climate that is free from disruption for the other students, and that observation of school punishments will deter others from disruption and violence. However, evidence supports the idea that the zero-tolerance approach is a threat to individual liberties and fairness that’s posed by a one-size-fits-all model. Critics point out that suspension and expulsion remove students from the opportunity to learn, and that many of those removed by strict zero-tolerance policies do not pose serious threats to school safety, but are often good students with no prior history of disruption.
The literature review clearly has shown that there is a phenomenon called School to Prison, Schoolhouse to Jailhouse, or Public Education to Prison Pipeline. Therefore, Jeremy Thompson (2016) says, “Zero-tolerance policies in schools result in high suspension rates and expulsion rates among students in general, but disproportionately affect minority students, especially African-Americans because students who have been suspended or expelled are more likely than not to end up in the Criminal Justice
It is in the hands of our current school administrators, teachers, and lastly students, to enact real change in hopes of achieving true racial equality. Racism and classism management in schools today What if you were not offered the same opportunities based merely off of the color of your skin? What if your peers thought lesser of you because of how much your parents made? It may seem like something of the past, but these manifestations of racism and classism continue to lurk among the depths of schools across the globe. These forms of discrimination are still common within school systems, and continue to affect the lives of many students(Expereiences of racism).
Meaning The case work is a primary method of social work can be done by a social work trainee also, the trainee develop a good rapport with the client and give them space to share their problems themselves by supporting the client and also by giving space and time for them to share the problem they go through in their mind and life. The trainee used the direct method of social case work with the care takers of disabled children, like counseling, catharis and motivation. 5.1.3. Case work Experience The student conducted case work with the care takers of special children in the school. First and foremost the trainee created a good rapport with the care takers and slowly started interacting with the care takers to find out the problems faced by them, after some sessions conducted by the student to know about the family history of a particular client, they felt free to share their problems in bring the child to school, problems in joint family and society.
Therefore, the plan will also provide staff such as, but not limited to paraprofessionals, instructional assistants, substitutes, student teachers and janitorial personnel to promote safety. As the case Brahatcek v. Millard School District, 1979, in which a student teacher was not instructed on specific supervisory skills was part of the reason for the accident in this case (NRPA, Law Review, 1985) . Nevertheless, this plan will call for collaborative meetings and trainings for the entire staff to include student teachers. Knowledge of what defines supervision and ways to successfully supervise will help to improve understanding in this area. These meetings and trainings will also emphasize the importance of supervision and the role of each staff member when it comes to keen supervision.
Crime and Controversy: Does dropping out of school promote or reduce Delinquency? Overview Delinquency among adolescents and young adults is an important social problem (Shoemaker, 2013). Debate continues to rage on whether school dropout promotes or reduces delinquency. Some argue that it contributes to crime while others are of the opposing opinion that school dropout discourages delinquency. Through this post, I argue that school dropout facilitates delinquency.
Different states have different protocols regarding how school deal with sexual assault. That makes it difficult to ensure the safety of all students when different school don’t take the same precautions other schools make, but taking a stand against sexual assault by setting up rules all throughout America will greatly lower the amount of sexual assaults inflicted on student. Sexual assault is a difficult issue to deal with in schools, but wouldn’t that mean there is a greater reason to have a solution to this
Depression can have a wide-ranging negative effect on student’s performance and function in school, it is necessary that the instructor provides multiple of accommodation and teaching strategies to promote these student’s success (Crundwell & Killu, 2010). According to Austin & Sciarra (2010) there are three models of depression: I. Psychodynamic models- Depression among children is viewed in terms of loss that originated from childhood helplessness and the disruption of emotional bonding with the primary caregiver. From this result a lack of self-esteem, meaning that the child has no inner self-worth, depending on outer sources for approval for his or her self- worth; when these (outer) sources are lost, depression arises. II. Behavioral models- Depression produced by lack of positive reinforcement.
Teach students skills and knowledge that promote social and emotional competence and provide a foundation for reflective learning and non-violent problem solving. 3. Develop systemic interventions that will create a safer, more caring, and responsive school environments and, optimally, communities as well. Teachers would be encouraged to document students bullying behavior, enforce rules against bullying, and discuss the issue with students during class time in
The organization we chose is called DSC, and it stands for Dignity in Schools Campaign. DSC created certain rules to provide for school to use to help end student push-out, and protect people from discrimination. Push- out is a systemic factor that discourages young people because of racism. We chose DSC because what they have done really affect, influence, and help students. They support state and local campaign and share information on solutions to end push-out that exists in schools.