In this chapter, the researcher provides in-depth discussions regarding the commonly used disciplinary strategies in schools before the COVID-19 pandemic, and the implementation of social-emotional learning initiatives after returning to in-person learning that is intentionally selected to address the increasing exposure of home violence, abuse, homelessness, and isolation among students during the pandemic in a predominately Latina/o population community located in a Texas borderland area. This research uses critical race theory and culturally responsive school leaders as a theoretical framework to analyze leadership strategies to address students' behavioral issues due to trauma and prevent exposure to the school-to-prison pipeline. With the elementary and secondary school emergency relief (ESSER) fund and the education disruption due to the pandemic, a paradigm shift pushes school leaders to adapt culturally responsive disciplinary strategies when addressing students' behavioral issues. Policy implications of the findings are discussed.
TopIntroduction And Literature Review
Before the COVID-19 pandemic, conversations regarding issues related to the school-to-prison pipeline are primarily focusing on racial disparities of the use of exclusionary disciplinary practices (Muñiz, 2021; Welsh & Little, 2018) and the debate on abolishing school resource officers (SROs; Mann et al., 2019; Muñiz, 2021). As research shows, the use of out-of-school suspensions increases students’ risk of an exposure to juvenile justice system (Heitzeg, 2009; Skiba, Arredondo, & Williams, 2014; Novak, 2019), suspending students due to their misbehaviors does not address the root cause of student behavioral issues (Mann et al., 2019) and puts students at risk of exposure to the school-to-prison pipeline. Mann et al. (2019) proposed decreasing the funding for SROs and increasing the number of social workers or school counselors in schools to address student behavioral issues to mitigate a troubling trend of the school-to-prison pipeline. Although Sun (2022) found disciplinary practices in school leaders’ everyday disciplinary decisions—some strategies are racialized, the COVID-19 pandemic has drastically interrupted the disciplinary practices meant for an in-person learning environment. During the pandemic, students experienced school closures, and issues related to remote learning, loss of jobs or housing, social isolation, traumatic loss or grief, and domestic violence intensified (Evans et al., 2020; Swedo et al., 2020; Usher et al., 2020). Addressing behavioral issues triggered by trauma has become one of the top priorities in supporting back-to-school efforts.
School Districts in a Texas Borderland
According to 2018–2019 school year data, school districts in the borderland area, which are mostly Title I schools, had more than 60% of the students who were labeled as at risk of dropping out of school, on average; 25% of the students were enrolled in bilingual and English language learning programs; 75% of the students were economically disadvantaged; 1% were African American students, 0.4% Asian American students, 90% Latina/o students, and 3% White students, with 80% Latina/o teachers. Meanwhile, school districts in the same area have more Latina/o students and teachers, fewer African American, Asian, and White students, and fewer experienced teachers than the state average.
Texas public schools also face rapid policy changes due to the recent passing of HB 4545—a school accountability bill1, SB 3—a critical race theory ban bill, the ban of mask mandate in public schools, and school reopening in the fall 2021 semester. After more than a yearlong school closure, schools in Texas not only have to assist students in readjusting their routines but also must quickly adapt to all the new policy changes during the continuing COVID-19 pandemic. Receiving federal and state funding has become even more critical to the schools located in the borderland area.