Trauma-Engaged and Culturally Responsive Schools: Changing the School-to-Prison Pipeline

Introduction

The school-to-prison pipeline is widely understood as the trajectory from the educational system to the United States criminal justice system (McCarter, 2016). This pipeline was created by a system that presents as disciplining youth in schools by imposing suspensions, expulsions, and juvenile justice referrals that lead to higher risks of them being pushed out of the education system and into the criminal justice system; thus, criminalizing youth. Students from minoritized groups are disproportionately affected by this funneling system, especially students of color, LGBTQ+ youth, and those with disabilities (Aleguire, 2016; Annamma et al., 2016; Gregory et.al, 2010; Whitford et al., 2019). Moreover, students who have experienced trauma in their lives are at risk for being entrapped in the school-to-prison pipeline when schools are not equipped to respond to these students (Aleguire, 2016). This chapter will begin with understanding the prevalence of trauma and how schools’ poor response to trauma can lead to youth interacting with the criminal justice system.

Bringing trauma into the discussion of dismantling the school-to-prison pipeline is critical for addressing this cycle that our society is confronted with. Creating trauma-engaged and culturally responsive schools is a social justice imperative. Without understanding the effects that trauma and chronic stress can have on students, youth who have experienced trauma are seen as exhibiting problematic behaviors instead of children who are adapting and trying to survive as best as they can (Aleguire et al., 2016). It is well documented in research literature that when youth have experienced trauma they are more vulnerable to experiencing negative consequences in schools, especially when school professionals are not trained in identifying and responding to signs of trauma (Aleguire et al., 2016). This chapter will discuss the issues with traditional discipline in schools and how they contribute to the perpetuation of the school-to-prison pipeline.

Trauma is at the core of many of the problem behaviors that are seen in schools that lead to school discipline (Aleguire, 2016; National Council of State Education Associations, 2019). In order to know how to transform school cultures, school professionals must understand trauma and its effects so that they can change school culture and respond to trauma rather than problem behaviors. Several successful frameworks for creating trauma sensitive school cultures, implementing trauma-informed care or practice, and establishing an overall trauma-responsive, engaged school system are available (Alaska Department of Education and Early Development, 2019; Cole et al., 2005; Substance Abuse and Mental Health Services Administration, 2014; Wolpow et al., 2009). This chapter will provide an overview of trauma-informed care and frameworks for creating trauma-responsive schools. Since there are racial disparities in who is impacted by the school-to-prison pipeline, this chapter will also discuss the role of race in understanding trauma responsiveness in schools and how this can be addressed through increasing cultural competence and culturally responsive teaching in schools.