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- Title
Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline.
- Authors
Dutil, Stacey
- Abstract
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.
- Subjects
PREVENTION of juvenile delinquency; CONCEPTUAL structures; INTERPROFESSIONAL relations; RACISM; SCHOOL discipline; SOCIAL workers; STUDENTS; WOUNDS &; injuries; SOCIAL support
- Publication
Children & Schools, 2020, Vol 42, Issue 3, p171
- ISSN
1532-8759
- Publication type
Article
- DOI
10.1093/cs/cdaa016