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    Rethinking Discipline to Combat the School-to-Prison Pipeline

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    Sissom-ResearchProject-2022-12.pdf
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    Genre
    Research project
    Date
    2022-12
    Author
    Sissom, Chelsea
    Advisor
    Rieser, Len
    Group
    The Sheller Center for Social Justice (Temple University)
    Department
    Law
    Subject
    School discipline--Law and legislation--United States
    Student suspension
    School discipline
    Discrimination in education--United States
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/8353
    
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    DOI
    http://dx.doi.org/10.34944/dspace/8321
    Abstract
    This article argues that school disciplinary policies that remove students from classrooms do not serve learners' long-term goals, but instead alienate them from structured, social, learning support systems. The author recommends learning environments respond to undesirable behavior with staff to provide counseling, psychological support, or social service referrals, and enforcement officers limited to act only on threats to school and student safety. Such regulation should be driven at the state level to combat disparate handling by individual school districts.
    Description
    This research project was completed as part of the Temple Law School seminar, Equity and Bias in Education: Selected Topics.
    Citation
    Chelsea Sissom, Rethinking Discipline to Combat the School-to-Prison Pipeline (Dec. 13, 2022).
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
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