Please respond to the discussion post below is a large paragraph.
Allie Kilkenny and Rebecca Reilly
Are teachers responsible for the School to Prison Pipeline? If so, how?
Teachers play a critical role in the School to Prison Pipeline through their classroom management practices and interactions with students. While administrative policies and systemic issues set the initial conditions, teachers’ day-to-day decisions can either continue or mitigate the pipeline’s impact. According to the “What is the School-to-Prison Pipeline?” video, African American students are 3.5 times more likely to be suspended or expelled compared to their white counterparts. This disparity is also evident in our teaching experiences, where we have observed how black students are overrepresented in behavioral disabilities classrooms, often transferred from other schools within and outside our district. This pattern is concerning and underscores the urgency for teachers to adopt strategies like restorative justice.
This year, one of our schools implemented the Nurtured Heart Approach, which is a trauma-informed approach that assists students in building inner-wealth, rather than jumping to punitive consequences. This approach emphasizes positive reinforcement and immediate praise for good choices, which has effectively redirected student behavior and fostered a more supportive classroom environment. While many teachers in our school have successfully implemented this approach in their classrooms, it is unfortunate how many teachers still have no-tolerance policies in their classroom, and are quick to refer students to the office.
The “The school-to-prison pipeline, explained” video further highlights that while black and white students are sent to the principal’s office at similar rates, black students are disproportionately subjected to more severe consequences. This data shows the systemic biases embedded within disciplinary practices and the need for teachers to advocate for equitable treatment of all students. In our schools, we’ve witnessed how restorative justice practices can facilitate dialogue and understanding, helping to address underlying issues. The difficult part is making sure that all teachers are willing to use these practices instead of the disciplinary strategies that they are used to.
What do preschool suspensions mean to you and the disparity reported? What is your reaction?
Preschool suspensions represent a troubling entry point into the School-to-Prison Pipeline, as highlighted by the statistics from the “The school-to-prison pipeline explained” video: while black preschoolers make up only 18 percent of the population, they account for 48 percent of preschoolers suspended more than once. This disparity is deeply concerning and shows how early punitive measures can set a poor trajectory for young students, particularly those who are black or have disabilities.
As teachers, these statistics provoked a strong reaction. Suspending preschoolers disrupts their early educational experiences and can hinder their ability to develop crucial social-emotional skills. Preschool should be a nurturing environment where children learn to communicate, resolve conflicts, and build relationships, which is essential for future academic and personal success. Suspending students at such a young age lowers their confidence immediately and sends a message of exclusion, reinforcing negative behaviors rather than addressing their underlying causes.
Recently, one of our schools received a preschool grant aimed at enhancing early childhood education. However, despite efforts to support students, some have already faced suspensions, including several students with disabilities. While safety concerns must be addressed, these incidents prompt reflection on whether a more trauma-informed approach could better support these young learners. Preschoolers are just beginning to navigate social interactions and express themselves; therefore, it’s imperative that teachers explore alternatives to suspension that prioritize skill-building and positive reinforcement.
Why are some children being suspended at a very high rate compared to others?
Some children face significantly higher suspension rates due to systemic biases and disparities in disciplinary practices. For instance, according to “The school-to-prison pipeline explained” video, African American students are 3.5 times more likely to be suspended or expelled compared to their white peers. This disparity highlights how racial biases and cultural misunderstandings can influence disciplinary decisions. Additionally, students with disabilities are also disproportionately affected, as evidenced by statistics showing that one in four black students with disabilities will be suspended, compared to one in eleven white students with disabilities. This video makes it clear that teachers have the ability to give these students a chance through their classroom management and disciplinary decisions.
The “Toolkit for ‘A Teacher’s Guide to Rerouting the Pipeline'” emphasizes that these disparities often stem from implicit biases, lack of cultural competence among educators, and inadequate support systems for students facing personal challenges. Students from marginalized backgrounds, including those from low-income families or with unstable home environments, may face disciplinary actions that perpetuate their disengagement from school rather than addressing underlying issues.
Are you strong enough to help dismantle the school to prison pipeline this coming school year and, if so, what will you do?
We are both committed to actively contributing to the dismantling of the school-to-prison pipeline as we continue our teaching journeys. Building on insights from the toolkit and our own experiences, I we focus on several key actions:
Promoting Equity and Inclusion: We will advocate for equitable disciplinary policies that consider the diverse backgrounds and needs of all students. This includes raising awareness about implicit biases and providing cultural competence training for educators to ensure fair treatment across racial and socioeconomic lines.
Implementing Restorative Practices: We will incorporate restorative justice practices into our classrooms. These practices prioritize repairing harm, fostering empathy, and addressing root causes of behavior rather than punitive measures. We aim to reduce exclusionary discipline and promote positive relationships.
Empowering Students: We will empower students to become advocates for their own education and well-being. This involves promoting student voice and agency in decision-making processes, fostering a sense of belonging, and providing opportunities for leadership and conflict resolution skills development.
We recognize the importance of ongoing professional development to enhance our skills in trauma-informed instruction and restorative justice. By continuously refining our teaching practices and staying informed about best practices in student support and discipline, we aim to be more effective advocates for dismantling the school-to-prison pipeline.
