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dc.contributor.advisorRieser, Len
dc.creatorSissom, Chelsea
dc.date.accessioned2023-02-02T15:06:50Z
dc.date.available2023-02-02T15:06:50Z
dc.date.issued2022-12
dc.identifier.citationChelsea Sissom, Rethinking Discipline to Combat the School-to-Prison Pipeline (Dec. 13, 2022).
dc.identifier.urihttp://hdl.handle.net/20.500.12613/8353
dc.descriptionThis research project was completed as part of the Temple Law School seminar, Equity and Bias in Education: Selected Topics.
dc.description.abstractThis 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.
dc.format.extent16 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofResearch Projects
dc.rightsAll Rights Reserved
dc.subjectSchool discipline--Law and legislation--United States
dc.subjectStudent suspension
dc.subjectSchool discipline
dc.subjectDiscrimination in education--United States
dc.titleRethinking Discipline to Combat the School-to-Prison Pipeline
dc.typeText
dc.type.genreResearch project
dc.contributor.groupThe Sheller Center for Social Justice (Temple University)
dc.description.departmentLaw
dc.relation.doihttp://dx.doi.org/10.34944/dspace/8321
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. James E. Beasley School of Law
dc.temple.creatorSissom, Chelsea
refterms.dateFOA2023-02-02T15:06:50Z


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