School policies that mandate “the application of predetermined consequences, most often severe and punitive in nature, that are intended to be applied regardless of the gravity of behavior, mitigating circumstances, or situational context” (APA, 2008 AU101: The in-text citation "APA, 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 852).
Published in Chapter:
Using Positive Behavioral Interventions and Supports to Disrupt the School-to-Prison Pipeline: Decriminalizing Childhood Adversity
Erin E. Neuman-Boone (Robert Morris University, USA), Patricia Kardambikis (Robert Morris University, USA), and Vicki J. Donne (Robert Morris University, USA)
Copyright: © 2023
|Pages: 28
DOI: 10.4018/978-1-6684-5713-9.ch011
Abstract
Poverty and trauma risks need not create a criminal pathway or pipeline to prison. As the number of adverse childhood experiences (ACEs) increase, so does the risk of dropping out of school. The more often students are suspended, the more likely they are to be referred to the juvenile justice system and face jail or prison time. Once in the system, the likelihood of recidivism is great. One multifaceted intervention to disrupt the school-to-prison pipeline (STPP) is positive behavioral interventions and supports (PBIS). The aim of this model is to alter the school environment by creating improved systems involving discipline, reinforcement, and data management. These systematic changes may disrupt the STPP for students living in poverty and experiencing ACEs.