This collection includes resources for strengthening school climate, and improving health, safety, connectedness, and student engagement. Readers are encouraged to explore related links for further information. See also http://bit.ly/PreventDataHarms, http://bit.ly/edpsychtech, and http://bit.ly/screen_time. [Note: Views presented on this page are re-shared from external websites. The content may not necessarily represent the views nor official position of the curator nor employer of the curator.]
"The Community Rights Campaign of the Labor/Community Strategy Center released Black, Brown and Over-Policed in LA Schools: Structural Proposals to End the School-to-Prison Pipeline in the Los Angeles Unified School District and to Build a National Movement to Stop the Mass Incarceration of Black and Latino Communities that analyzes the Los Angeles Unified School District (LAUSD) and the Los Angeles School Police Department's (LASPD) citation and arrest patterns for the school years of 2011-2013 through the lens of race, gender, age and neighborhood impacts.
LAUSD experienced an important ticketing decrease in 2012-13 School Year Black, Brown and Over-Policed will illustrate the progress of LAUSD and LASPD to curb ticketing, nearly a 80% decrease in Daytime Curfew citations and tickets overall have decreased 50% in the 2012-13 school year. In contrast the school year before (2011-12), LAUSD had the largest student criminalization rate among similarly large districts across the country, overshadowing even New York City and Miami Dade School Districts, both of which have their own well-documented problems with criminalization of students at school."
"In the 1967 landmark case of In re Gault [1], the United States Supreme Court held that youth had a constitutional right to counsel in delinquency proceedings pursuant to the due process clause of the United States Constitution.
For this right to be meaningful, youth in the delinquency system need to be represented by skilled juvenile defenders who have manageable caseloads, adequate compensation, and sufficient resources to zealously represent them. Unfortunately, as state and national assessments have shown, many youth do not get timely access to attorneys or adequate legal counsel.[2] Public defender systems, strapped for cash and short on personnel, too often have overwhelming caseloads and inadequate training and resources. The result is that “many children are literally left defenseless.”[3]" http://jjie.org/hub/juvenile-indigent-defense/#!
"The U.S. Department of Education is pleased to announce the National Center on Safe Supportive Learning Environment’s next Webinar event, Integrating Social-Emotional Learning into State and District Policies. This webinar will be cohosted by the National Center on Safe Supportive Learning Environments (NCSSLE), the Center on Great Teachers and Leaders, the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the Pacific Comprehensive Center.
It will be offered Wednesday, December 11, 2013, 2:00 – 3:30 pm, Eastern Time. The webinar will also be archived for later viewing.
This 90-minute Webinar will discuss how states and districts are integrating social-emotional learning into their state and district initiatives. Specifically, speakers will highlight the current state of social-emotional learning across the nation, provide an overview of how various districts are attempting to implement social-emotional learning into their schools and give specific examples of integrating social-emotional learning to Common Core State Standards and evaluation systems. Links to appropriate resources and examples of such methods will be provided.
Presenters for this webinar will include Roger P. Weissberg, Ph.D., President and CEO of CASEL; Pamela Randall, Ed.D., Director for Practice at CASEL; Ruth Cross, Illinois Training Specialist at CASEL; and Sue Kidd, Kansas State Department of Education.
"Increasing numbers of school districts nationwide have adopted policies to prohibit junk food sales, ban tobacco use during school events and require physical education classes in elementary grade levels, according to a major new study released Monday by the Centers for Disease Control and Prevention.
"It presents one of the most vexing challenges facing our nation’s juvenile courts and corrections systems: how to treat, supervise, punish or just plain cope with troubled teens whose delinquent behaviors are connected to or caused by emotional disturbances and mental health problems. Many recent studies concur that two-thirds or more of all youth confined in juvenile facilities nationwide suffer from one or more mental conditions, and perhaps one in five suffers from a serious and debilitating mental illness – far more than in the general youth population. Awareness of the mental health/juvenile justice challenge is rising. Still, all across the country juvenile justice systems are struggling to respond." http://jjie.org/series/mental-health-2/
"Today, nearly 95,000 youth under the age of 21 are in custody in publicly and privately operated facilities in the U.S. (Livsey, Sickmund, and Sladky, 2009). Increasingly, youth are finding themselves involved in the juvenile justice system as a result of school-related conduct.
Researchers suggest that this trend, known as the “school-to-prison pipeline” (Gonsoulin, Zablocki, & Leone, 2012; Hirschfield, 2008; Kim & Geronimo, 2009), is an unintended consequence of harsh school discipline policies such as “zero tolerance” and referring students to the police or courts for school code violations historically handled by schools (American Psychological Association Zero Tolerance Task Force, 2008; Osher et al., 2012)."... See more at: http://www.air.org/focus-area/human-social-development/index.cfm?fa=viewContent&content_id=2195&id=131#sthash.MEqJgwHH.dpuf
"Designed by educators for educators, this kit reflects the best available research on bullying prevention. To access different subject areas, click on the colored tabs."
"The Alliance for the Study of School Climate (ASSC) was originally created in 2002 by faculty members at California State University, Los Angeles as the Western Alliance for the Study of School Climate (WASSC). Our mission continues to be to help schools improve from the inside. Our instruments are designed to act as reliable user-friendly windows into school life, shedding light on every aspect of the school environment. We continue to grow, adding new nationally recognized members, as well as more and better products and services. ASSC tailors its support to the needs of each group it serves. We can assist schools in their process of assessment and improvement or provide school climate assessment instruments to schools who want to undertake the assessment process by themselves. We offer consulting and staff development related to every phase of the school climate improvement process. In addition we continue to do research in schools and regularly update our instruments to improve their performance." http://www.calstatela.edu/centers/schoolclimate/
"Today's students are living out loud in a culture of personal sharing that has changed the concept of privacy. This shift profoundly impacts students in their social, emotional and academic lives. Most are using social media in a positive way, yet they live in a world where there are few rules about how to behave in cyber-space. In this new frontier, there is potential for posting too much information and making online “mistakes”that can damage reputation and have long lasting effects. We call these long-term effects a "digital tattoo;" they can be created in an instant, but stay with their owner forever.
Our focus is on helping youth develop the critical-thinking skills they need to manage their own privacy, respect the privacy of others, and use cyber-sense and ethical decision making in their digital lives. We further believe in supporting students to create a positive digital tatoo and stand up to social cruelty both on and offline."
"...parents and guardians desperate to get unruly teenagers in line may look to the programs depicted in this show as possible remedies, when in reality the programs do much more harm than good. It is high time that the truth about this show be heard loud and clear so that it may be taken off the air. Answers about what works best for troubled young people should be based in sound research, like Turner’s, not in storytelling aimed to generate profits for television networks. Our young people deserve better than that." - Paige Pihl Buckley http://jjie.org/op-ed-throwing-our-kids-to-the-lions-the-dangers-of-scared-straight/105357/#!
"The Digital ID Project is a resource to engage students in the language and practices of digital citizenship. When students are given the opportunity to collaborate to design and produce a PSA, create aGlogster poster, or craft a digital story, they embody the NETS goals for safe, responsible, constructive, and innovative digital citizens. Our ELL students are often their families' ambassadors in the digital world. As educators, we can help close the digital divide by ensuring ELL students have multiple opportunities to flex their digital citizenship muscles. We invite all teachers and their students to contribute their work to the Digital ID Project and become part of this global conversation." - Nina Bernasconi & Gail Desler http://www.ascd.org/ascd-express/vol8/826-bernasconi.aspx ;
"The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization, provides learning opportunities for policy leaders, practitioners and researchers working on youth and education issues at the national, state, and local levels.
AYPF’s mission is to broaden the awareness and understanding of policymakers and to strengthen the youth policymaking process by bridging policy, practice, and research. We do this by identifying the most pertinent high-quality information on youth issues available and providing a forum for prominent leaders in government, programming, and research, as well as the youth themselves, to share their viewpoints and expertise about the policies and practices that improve outcomes for all youth." http://www.aypf.org/ ;
"The mission of My Kindness Counts is to encourage young people from around the nation to work together in brainstorming better ways to address bullying in our communities." http://www.mykindnesscounts.com/
"Professor Cornell demonstrates how the fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from boot camps to zero tolerance. He reviews evidence from hundreds of controlled studies showing that school-based violence prevention programs and mental health services, which are largely effective, are often overlooked in favor of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight."
"Sixty-six percent of kids who have been incarcerated never return to school. It doesn't have to be this way. All kids make mistakes, and all kids deserve the chance to be held accountable but learn from those mistakes." http://mistakeskidsmake.org/
"The American Psychological Association says verbal abuse and physical violence against teachers is a growing problem that touches urban, suburban and rural communities. And it's not just students acting out against educators." https://www.youtube.com/watch?v=72gB25o_4LY
"The ACLU is committed to challenging the "school to prison pipeline," a disturbing national trend wherein children are funneled out of public schools and into the juvenile and criminal justice systems. Many of these children have learning disabilities or histories of poverty, abuse or neglect, and would benefit from additional educational and counseling services. Instead, they are isolated, punished and pushed out. "Zero-tolerance" policies criminalize minor infractions of school rules, while cops in school lead to students being criminalized for behavior that should be handled inside the school. Students of color are especially vulnerable to push-out trends and the discriminatory application of discipline.
The ACLU believes that children should be educated, not incarcerated. We are working to challenge numerous policies and practices within public school systems and the juvenile justice system that contribute to the school to prison pipeline." https://www.aclu.org/school-prison-pipeline ;
"The OJJDP Deinstitutionalization of Status Offenders (DSO) Best Practices Database is designed to assist jurisdictions in identifying and implementing evidence-based initiatives that lead to the removal of status offenders from secure detention or correctional facilities, in accordance with the deinstitutionalization of status offenders (DSO) requirement of the Juvenile Justice and Delinquency Prevention Act (JJDPA) of 2002. OJJDP hopes that these resources will contribute to preventing status offenses and help jurisdictions identify programs, policies, and practices that address the needs of status-offending and at-risk youth in their communities." From: http://www.ojjdp.gov/dso/ ;
"The researchers’ results indicated “the [Scared Straight] intervention to be more harmful than doing nothing. The program effect, whether assuming a fixed or random effects model, was nearly identical and negative in direction, regardless of the meta-analytic strategy.” In other words, Scared Straight not only doesn’t work, it may actually be more harmful than doing nothing.
Another meta-analysis showed “Scared Straight” interventions could possibly worsen conduct-disorder symptoms (Lilinefeld, 2005). A meta-analysis conducted by Aos and colleagues (2001) showed that “Scared Straight” and similar programs produced substantial increases in recidivism (chronic relapse into crime)." http://psychcentral.com/blog/archives/2010/11/26/scared-straight-not-really/ ;
When you search for treatments for severe behavior disorders, often a version of "Scared Straight" is reported. This is when kids who have found themselves within the juvenile system already are taken to see and visit the "real" prison and "real inmates". The intent of this is to instill such fear in the child that they will no longer engage in illegal or questionable activities. It is important to know that current research does not report benefits of these types of programs, in fact these types of programs often result in an increase in criminal behavior. Some research has even shown that the effects of these types of programs may even be more harmful than no intervention at all. The lack of positive results to this type of intervention and the preponderance of these types of programs all underscore the importance of using interventions that are part of an evidence based practice.
"Our schools and communities are contending with many factors that affect the conditions for learning, such as bullying, harassment, violence, and substance abuse. The National Center on Safe Supportive Learning Environments (NCSSLE) is funded by the U.S. Department of Education’s Office of Safe and Healthy Students and the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA) to help address such issues. Specifically, the Center: * Provides training and support to state administrators, including 11 grantees funded under the Safe and Supportive Schools grant program, school and district administrators, institutions of higher education, teachers, support staff at schools, communities and families, and students * Seeks to improve schools' conditions for learning through measurement and program implementation, so that all students have the opportunity to realize academic success in safe and supportive environments"
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