The school-to-prison pipeline is a system that currently harms our students, and we can do something about it. School social workers have the knowledge and skills – as well as an ethical commitment – to see it eliminated.
From a report by #CopsOutCPS: “As more and more school districts around the country are joining the movement to end the school-to-prison pipeline and remove police from inside of schools, we want to share more information about the realities of school-based policing in Chicago. This report examines the disparities in who is impacted by school-based policing, the misconduct records of the CPD officers assigned to CPS, and the ways funds currently allocated towards policing could be re-invested.”
Editor’s Note: what follows is an edited transcript from our LunchTime LiveChat today where we read an article from Chicago Public School teacher Dave Stieber, “We protest police in the streets, so why do we let police in our schools?” and explored the question, “can a school be truly trauma-informed if armed police are part of the daily life of the school?” Thanks for another candid and informative LiveChat from our SSWNetwork members, who hailed from at least 5 states and a variety of grade level contexts.
In this article, I’m re-posting our first-ever SSWNetwork LiveChat, co-led by two amazing school social workers, on their experiences working to dismantle the school-to-prison pipeline, specifically around understanding how seclusion and restraints in some ways embody schools AS prisons for vulnerable youth, many of them black and brown students who have IEPs and/or attend special therapeutic schools in their home state of Illinois.
Does Restorative Justice (RJ) work? Or better yet, to the extent that RJ does work in K-12 schools, how would we even know? Is it because the program that is offered at our professional development day claims to be “evidence-based,” or because we know that it is? And even more directly, how would we figure out if something is evidence-based, and where would we start in looking for that evidence? These are the questions I asked the 4th cohort of the Loyola School Mental Health Advanced Practice Program (SMHAPP) students. As part of the “EBP in School Mental Health”hey were asked to examine these questions around RJ and school violence prevention programs, and to create a Research Brief (RB) that described the evidence for a study that looked at RJ. Several of the students also wrote short descriptions of what they found, why they chose that specific article, and what they learned from the SMHAPP EBP class. What follows are their RBs, and some selected references from the articles they drew from.
I’m thrilled to move into Week #2 of our SMHAPP SSWNetwork Takeover with Kenya Butts and Patrick Wolf, 2 Illinois SSW and members of the 4th SMHAPP cohort, talking about the EBP and the on-the-ground realities of Restorative Justice (RJ) in K-12 schools . Just as in Week #1, we will end the week over at SSWNetwork with a LiveChat from 9 a.m.-10 a.m. central time where we come together to discuss what we learned over the past week. Here in their own words is what they’re going to be doing this week in this “SMHAPP SSWNetwork Takeover,” along with some further biographical information about these two mighty school clinicians.
Hello SSWN friends: This project has been in the works here at SSWN and our SSWNetwork for a while now, and I’m so excited to share it with you today. Starting in December, all of our current Loyola School Mental Health Advanced Practice Program (SMHAPP) students will be “hosting” a week on our site, sharing information about their SMHAPP project work and responding to crucial issues impacting K-12 schools and school mental health practice.