![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The zero tolerance policy movement across most of this country's school districts significantly limited school personnel's disciplinary alternatives for students who break rules on campus. This has resulted in millions of primary and secondary age students who have experienced suspension, arrests, and for some, expulsion. Within the student population a small number are most at risk for being captured within what has been ubiquitously called the “school-to-prison pipeline,” sometimes targeted by authority figures, and prone to recidivism. These school punishments are significant risks, if not direct referrals, for juvenile court involvement. Often the discipline rules set forth by school districts—student codes of conduct—allow no flexibility in discipline alternatives outside of suspensions and expulsions. However, increasing evidence is finding that these discipline codes can be modified to include rehabilitative alternatives—Schoolwide Positive Behavior Interventions and Supports (SWPBIS), socioemotional learning, professional (teacher) development, and restorative practices—while actually improving the school environments and making schools safer for all students.
Additional information
Notes on contributors
Christopher A. Mallett
Christopher A. Mallett is a professor of social work who teaches research methods, statistics, program evaluation, and mental health policy graduate and undergraduate courses at Cleveland State University. As a consultant whose expertise is nationally tapped by juvenile courts, school districts, and children's service agencies, Dr. Mallett has published over 55 research papers, book chapters, and technical assistance training briefs, as well as two books on these topics.